Carolyn Quist’s only child, James, was about 4 1/2 years old when he was diagnosed with Asperger’s syndrome, a high-functioning disorder in the spectrum of autism disorders.

“It was difficult for us to accept,” said Quist, a Tooele resident. “We were in denial for a long time because he was very verbal. But a family member with an autistic child pointed out some of the symptoms to us and we eventually had him tested.”

Since that diagnosis, James, now 9 years old, has been able to take part in an early intervention program for autism offered by the Tooele County School District. With a para-educator at his side, James has attended regular classes since first grade.

“Our goal is to get him to function independent of his para by the end of sixth grade,” Quist said. “So he can go into junior high functioning independently.”

Quist is one of several local parents that said the school district has done a good job helping their autistic kids. Three years ago, the district implemented a special class for students with severe autism at the request of parents, and thus far parents seem to be pleased with the results.

Autism is a group of developmental disabilities that can cause significant social, communication, and behavioral challenges. Research shows the disorder was once rare, with only about five in 10,000 children diagnosed as autistic. However, since the 1990s, diagnoses of autism have increased dramatically. The Center for Disease Control in Atlanta reported in 2007 that one in 150 children are being diagnosed with autism.

The school district’s special education department works with 55 children of regular school age that are classified somewhere on the autism scale. When combined with students under the age of eight that are enrolled in programs for developmental delays, that number of autistic students rises to a total of around 90, according to Dolene Pitt, Tooele County School District special education director.

For a district with 13,400 students, 90 students with autism is on par with the 1-in-150 national rate.

“As the district has grown, so has the number of students with autism,” said Pitt. “It is important to us at the district and to teachers as well that we provide these children and their parents with a quality education.”

Students with autism spectrum disorders may be in regular classrooms, separate classrooms for children with special education needs, or the district’s separate class for severe autism.

“It all depends on how the child is affected by the autism disorder,” said Pitt. “Each child is different. While they have a medical diagnosis of autism, the district is required by law to keep students in the regular classroom unless they meet three criteria. They must first have a disability. Second, the disability must adversely affect the child’s education. And third, they must require special instruction.”

Children with mild autism can be handled in a regular classroom and may have a “504” plan — a written plan that explains what accommodations the teacher or school will need to make to help the student. Students with moderate autism may require special instruction not available in a regular classroom and may be assigned to one of the schools’ self-contained special education classes.

Children with severe autism are eligible for the district’s severe autism class. Now in its third year, this class was started by the school district in response to a request by parents of autistic children for a stand-alone class that would provide unique care for autistic students.

The class started out at Stansbury Elementary with eight students, but was moved to West Elementary this year due to Stansbury’s enrollment growth. Currently there are nine students in the class. Dena Budinger, a 20-year veteran special education teacher, is in her second year of teaching the class. She is assisted by five para-educators.

“The class focuses a lot on behavior,” said Michale Berryhill, severe autism specialist for the district. “Many students with autism have the ability to learn, but their behavior keeps them out of a regular classroom.”

The goal is to prepare these children to function in a regular classroom, Berryhill said.

“Kicking, biting, screaming are all symptoms of autism,” said Jenni Hitesman, of Tooele, a parent of an autistic child. Hitesman also teaches in the early intervention program, which works with pre-school age children that are developmentally disabled including autism, within the district. “They can be disruptive behaviors.”

Some of the students in the severe classroom may attend P.E. or other classes with regular students.

But not all parents approve of the way the district is handling autistic students.

Tooele resident Liz Kartchner’s granddaughter was suspended from the severe autism classroom for two days after hitting her teacher.

“I don’t feel the Tooele district is ready for real severe autistic students like my granddaughter,” said Kartchner. “My granddaughter was mistreated, in my opinion. They just are baby-sitting and teaching children to sit nicely. That might work with mild autism, but it won’t work with sever cases like my granddaughter. So our granddaughter is now attending a private school in Draper, where her tuition is paid by Medicaid.”

Hitesman, who is also involved in the National Autism Association of Western Utah, a group of parents in Tooele with autistic children affiliated with the National Autism Association, said she has found great support in parents groups such as Autism Association.

“We used to be known at the Tooele Autism Group, but we changed our name so we could affiliate with the national group and receive tax-exempt charitable status,” Hitesman said. “That will allow us to do fundraising activities to pay for some of our activities.”

“Just knowing that other people are going through the same struggles is a great relief,” Hitesman said. “Knowing you are not alone is a great help.”

Tim Gillie: tgillie@tooeletranscript.com