This paper describes a proposed model for providing educational services to students with autism and other pervasive developmental disorders (PDD). The model was developed by special education administrators in response to significant increases in the number of students diagnosed with PDD. Services that are necessary to support a classroom for students with autism and PDD include early diagnosis and intervention, discrete-trial teaching techniques, sensory integration activities, parent involvement and support, inclusive opportunities with peers, intensive language and socialization training, and training in generalization skills. The proposed model would include weekly staff training sessions, which would also incorporate student progress reviews and three prescheduled individualized educational plan meetings for each student during the school year. A home-based support component would include an "after school" or community-based recreation program to enable students to practice social and language skills; monthly family support groups to encourage parents to address emotional issues regarding autism; weekly training sessions for family members on teaching, parenting, and behavior management techniques; 2 hours of daily home-based tutoring; coordination between home and school in order to encourage communication between parents and school staff and monitor student progress; assistance to family members and school staff on locating information and resources on autism; and extended school year or summer programs to provide additional learning and social opportunities for autistic children. (LP)