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COVID-19 has influenced the way we utilise the radio spectrum in terms of increasing data rates, the localisation of usage, and the transfer of traffic from urban to rural areas. Most regulators have shown sympathy towards operator requirements, stipulating a range of mitigation actions including allowing technology neutrality and temporary assignments. Internationally, the ITU-R suspended all physical meetings and launched a new global network resiliency platform named ‘REG4COVID’ to share experiences including those related to spectrum management.

It is argued in this chapter that the pandemic has supported the calls for additional unlicensed spectrum for Wi-Fi in the 6 GHz and accelerated the rollout of 5G. Moreover, despite of increasing use of streaming, it is quite difficult to assume that traditional linear TV will be replaced, at least in the near future for a variety of reasons. The pandemic has also raised the question as to whether an innovative assignment model could be used to assign the spectrum instead of auctions, and whether, in some countries where temporary assignments were made, frequencies are kept unutilised or reserved. Concerning international spectrum management, it is expected that WRC-23 will be held on time though there will be some implications for issues such as the regulatory time-limits for bringing into use satellite networks frequency assignments. Finally, it is argued that the pandemic has also demonstrated the importance of flexibility and agility in national spectrum management, and placed spectrum managers in a new position where they were forced to be proactive instead of their traditional reactive role.

According to the Centers for Disease Control and Prevention (CDC), the number of children diagnosed with autism has increased dramatically, especially over the past decade. Most recently, the CDC estimates that an average of one in 88 children have an autism spectrum disorder (ASD). In terms of numbers, this translates into approximately 730,000 people between the ages of 0 and 21 who have ASD. While the primary cause(s) of increases in the identification of autistic students continue to generate debate school officials across the nation need to be prepared for the changing legal landscape associated with children diagnosed with ASD. The primary purpose of this chapter is to provide a detailed legal/policy update of the leading legal considerations and concerns involving K-12 students with autism. The chapter will discuss four specific legal topics involving the identification and eligibility of K-12 students with autism. These four legal topics include: Changes in the New DSM-5 Diagnostic Manuel and its Impact on Legal Definitions of Autism; Insurance Reform and Autism Coverage: A Comparison of the States; Developing Legally Compliant Individualized Education Plans (IEPs) for High-Functioning Students with Autism, and; Recent Legal Developments in Case Law Involving K-12 students who are autistic. The chapter will conclude with a detailed discussion of how today’s school officials can become more legally literate and better serve the legal needs of students with autism in their schools.

Starting school is major educational transition for all children as it requires the forming of fresh relationships, settling into a new classroom environment, and engaging in more formal learning activities. For children on the autism spectrum, starting school is a stressful period due to the substantially changed conditions. With appropriate and flexible supports, however, these children can overcome their desire for sameness, belong to a community of active learners, and experience academic and social success. This chapter presents a practice model to support teachers seeking to successfully include and educate children on the spectrum in the early years of schooling. This Model of Practice comprises 23 practices aligned with the organizers of Belonging, Being, and Becoming from the Australian Early Years Learning Framework. The practices are foundational in nature and enable teachers to identify and use them in their planning and instruction in order to respond effectively to specific children's needs. The model has been field tested by early years teachers from 23 schools across three Australian states. Perspectives provided by these teachers about the model and how they used it in their classrooms are woven into the chapter. Their perspectives highlight the usefulness of the model as a classroom resource for teaching not only children on the spectrum but also those with diverse learning needs. Reported perspectives also indicate that using the model may enhance teachers' autism-specific knowledge and confidence in working with children on the spectrum. The chapter concludes with recommendations made by teachers for using the practice model.

The tendency to study autistic children has resulted in the lack of research about autistic seniors. This chapter begins by showing the results of two studies that have measured the volume of research about autistics based on age brackets. Two factors that have hampered research about autistic seniors are then presented. This chapter then concludes by highlighting seven topics where more research can be conducted about autistic seniors. These topics are research about their physical health, cognitive abilities, mental health, employment, transport, healthcare and specific issues relating to autistics residing in a nursing home/aged care facility.

The original contribution that this chapter makes to autism spectrum research is to examine the imbalance in research between autistic children and autistic seniors and to provide several suggestions where more research can be conducted about autistic seniors.

This chapter outlines several approaches that researchers can use to help them conduct research that respects and includes autistic participants. It begins by highlighting some of the factors that should be considered before, during and after a study is conducted. It then explains some of the benefits and drawbacks of harvesting data from social media. It then concludes with a set of recommendations about inclusive research practices that can help autistic participants be equals in the research process.

The original contribution that this chapter gives to the field of autism spectrum research is to provide researchers with a clear and comprehensive outline of how to conduct research that is inclusive and respectful of autistic participants.