Answer: The exact cause or causes of autism are still unclear. Research suggests that autism often develops from a combination of genetic and nongenetic, or environmental, influences. These influences appear to increase the risk. However, it’s important to keep in mind that increased risk is not the same as cause. For example, some gene changes associated with autism can also be found in people who don’t have the disorder. Similarly, not everyone exposed to an environmental risk factor for autism will develop the disorder. Children who are born prematurely have a greater chance of being autistic, and children with older fathers are at slightly higher risk of autism.  
1. Kong A, et al. Rate of de novo mutations and the importance of father’s age to disease risk. Nature. 2012; 488(7412):471-5.
2. Leavey A, et al., Gestational Age at Birth and Risk of Autism Spectrum Disorders in Alberta, Canada. J Pediatr.2013; 162(2):361-8.
Answer: Although, there is no cure as the extra chromosome will remain in cells throughout the person’s life. However, early intervention programme , high quality health care, good educational opportunities, and many other interventions make a huge difference in the individual’s life.
Answer: An Individualized Education Program (IEP) is a written statement of the educational program designed to meet a child’s individual needs. The IEP has two general purposes:
Answer: During the IEP meeting, the members of the IEP team share their thoughts and suggestions. If this is the first IEP meeting after child’s evaluation, the team may go over the evaluation results. These results will help the team decide what special help child needs in school. After the meeting, the group will have a better idea of child’s strengths and needs. This will allow the team to discuss and decide on
The IEP team will also talk about the related services child may need to benefit from his or her special education.
Answer: Each child with an autism spectrum disorder has a unique constellation of developmental delays, speech deficits, social and cognitive impairments. Therefore, comprehensive treatment plans need to be developed to target each child’s unique profile of strengths and functional impairments. from his or her special education.