| Abstract: The United States and Canada share many similarities in their approach to special education services, policies and procedures, and the dramatic rise in children with autism spectrum disorders is keenly felt by school districts across both nations. The placement of students with autism along a continuum of educational settings is a practice long-established and anchored in legislation such as the Individuals with Disabilities Education Act and the Canadian Charter of Rights and Freedoms, and yet the interpretation of “free appropriate public education” is markedly different. This paper will discuss the conceptualization of 'individualized planning', 'least restrictive environment', 'mainstreaming', and 'integration' for children with autism in California and British Columbia public schools. How have inclusive practices been implemented along the west coast of North America, and are they effective? The intersection of public education, policy, and behavior analysis at the state and provincial levels will be explored and suggestions to guide meaningful improvements for special education services in both countries will be offered. |