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The number of autistic children in Keimig's district is small but growing.
Stacy Martin, who was appointed the district's first autism education specialist in the early 1990s, says that when she started at Lee's Summit 32 years ago as a special-education teacher, only a few students qualified as autistic.
Today, out of the 17,000 students who attend Lee's Summit's 17 elementary schools, three middle schools and five high schools, 98 kids meet the educational definition of autism ("A developmental disability which may occur concurrently with other disabilities ... behaviorally defined to include disturbances in four areas: developmental rates or sequences; responses to sensory stimuli; speech, language cognitive capacities, nonverbal communication; and capacities to relate to people, events, objects, and which adversely affect educational performance," according to the Missouri Autism Resource Guide by the Department of Elementary and Secondary Education and the Missouri Department of Mental Health). More than 250 other students fall somewhere on the autism spectrum, with a variety of psychological conditions characterized by abnormal social interaction or communication.
The district doesn't have specific classes for children with autism because the symptoms differ from one student to the next. General special-education classes range from groups of 10 students to a one-on-one, teacher-student setting, though many special-needs students are in regular classrooms.
"As a subpopulation, autism is growing pretty fast. I hear all the time from parents who move here because of our special-education programs," Keimig tells The Pitch. "I think you'd certainly find people who believe it's not all it's cracked up to be, but lots of people here are very, very pleased."
Keimig has a laugh that comes suddenly and loudly, like a burst of machine-gun fire. His detractors tend to compare him to a used-car salesman.
His supporters want him to teach all Missouri administrators how to deal with their autistic students.
As proof of his program's success, Keimig cites two examples: special-ed students' high test scores on the Missouri Assessment Program (MAP) test, administered by the Missouri Department of Elementary and Secondary Education, and the district's program for training teachers on how to educate special-needs students.
The district's special-needs students performed well on reading comprehension exams in the last round of MAP tests in August 2007. Overall, however, their scores fell far short of the "Adequate Yearly Progress" goals set by the No Child Left Behind Act. (The same was true for students for whom English was a second language.) As a result, the entire district was given a failing grade.
District Superintendent David McGehee made sure that parents knew which students were at fault. "The scores of students in these two subgroups are the sole reason our district was designated in this category," he wrote in an August 17, 2007, letter to district parents.
Keimig touts Lee's Summit's teacher training program: two four-day sessions a year to refresh teachers on recognizing autistic behaviors and dealing with autistic students. But these sessions aren't mandatory, and there are no special incentives for teachers to attend. Of the district's 1,264 teachers, fewer than 80 attended the most recent sessions; half of those who did, Stacy Martin says, came from schools outside the Lee's Summit district.
But, Martin adds, teachers from neighboring states and school districts often pay $1,400 per person to attend the Lee's Summit training sessions. And Lee's Summit is so well-respected within the Missouri education system that Heidi Atkins Lieberman, commissioner of special education for the state's Department of Elementary and Secondary Education, has invited Keimig to speak at a conference of state administrators in August. He's scheduled to present a special session for superintendents on effective teaching methods for autistic students.