A rapidly expanding body of peer-reviewed autism research, particularly from Autistic scholars and qualitative studies centering Autistic experiences, is reshaping how autism services providers approach assessment, goal development, and intervention. Grounded in this research and guided by the principles of the neurodiversity paradigm (Walker & Raymaker, 2021), this session examines what ethical, evidence-informed support for Autistic ]students can and should look like in public school settings. This session is aligned with the intervention component of the TEA-required self-assessment. 0.3 TSHA CEUs