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Topics in Early Childhood Special Education
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Outcomes for Children with Autism

Three Case Studies

Ilene S. Schwartz

Susan R. Sandall

Ann N. Garfinkle

Janet Bauer

University of Washington

The purpose of this article is to present case studies of three children with autism who received educational services in a public-school-affiliated early childhood program during their preschool and kindergarten years and have had positive outcomes. We used a combination of documents and archival records (e.g., assessment results) as data sources. All children made substantial developmental and academic progress. The three children have entered elementary school in inclusive settings and continue to thrive; one child exited special education. Our purposes in presenting these findings are to suggest that there are multiple means to achieve promising outcomes for young children with autism and to expand the discussion of appropriate early childhood services for children with autism.

Topics in Early Childhood Special Education, Vol. 18, No. 3, 132-143 (1998)
DOI: 10.1177/027112149801800303
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