Thank you. It is a great pleasure to join you today.

Today’s summit occurs on the third day of International Education Week. This annual celebration gives us an opportunity to focus on ways we can help our students become educated citizens of the world.

All of our students must be prepared for a global future, complete with language skills, cultural understanding, the ability to use technology and a desire to work with colleagues around the world.

So this week, we have spotlighted different themes:

• First, that a global education is necessary for the future;
• Second, that higher education must also emphasize international education;
• Third, that learning or teaching foreign languages must be a vital part of education; and
• Today’s theme—that an international education must include students with disabilities.

Today’s summit is part of a global initiative to improve educational opportunities for students with autism spectrum disorders.

I’d like to thank my good friend from Ireland for joining us today. Minister Dempsey has been a leader in his country in seeking ways to better serve students with autism.

I recently had the opportunity to visit Ireland during the World Summer Games of the Special Olympics. The visit stayed with me. Ireland’s vigorous investment in education has produced a cutting-edge, world-class workforce. Education initiated the reversal of a historic trend: now Ireland imports workers, rather than exporting them.

We have a lot to learn from one another. Later today, as part of our commitment to increase cooperation and learning, Minister Dempsey and I will sign a Memorandum of Understanding between our two governments. This understanding will commit us to further cooperation and information sharing, particularly in the area of autism and related disorders.

Minister Dempsey, I look forward to our continued partnership. Thank you for being here.

Here in the United States, we are in the midst of a revolution in education. When President Bush proposed—and Democrats and Republicans worked together in Congress to pass—the No Child Left Behind Act, the United States set a new standard for high-quality education. We declared that every single child counts, no matter the color of their skin, the accent of their speech, or the nature of their disability.

No Child Left Behind created the framework for meaningful change by insisting that all children deserve the opportunity for a great education—and we mean ALL children.

I spend a lot of time traveling our country discussing this new law. As with any revolutionary change, there is strong opposition. There are those who insist the status quo is the best we can hope for. Many argue that this law amounts to little more than wishful thinking because we’ll never be able to reach all children.

Often, the most strident criticism the law receives is that children with disabilities will never be able to keep up with their non-disabled peers.

I have to say, I beg to differ. When I hear this criticism, I relay the remarkable story of Lee Alderman.

Lee transfered from a private school in Northern Virginia, choosing to move to Cardozo High School. Cardozo is a public school in a financially disadvantaged area of the District of Columbia. Again, he moved there by choice.

Lee is a student with autism. His development was slow in the early years. But his mother fought for Lee to get a high-quality education. And the school gave him the attention he needed. Lee thrived and achieved every academic success. Two years ago, he graduated as valedictorian. He is now in college on a full academic scholarship.

Every student with special needs is a potential Lee Alderman.

And, as the number of children identified with autism spectrum disorders grows, we must find better ways to serve their education needs.

From 2000 to 2001 alone, the students identified with autism increased by 24 percent. This far eclipsed growth of students receiving special education services overall, which was nearly 2 percent during the same period.

We must do more to serve students with autism. And we are learning more every day. Research continues to unlock secrets of autism spectrum disorders, although we still have a long way to go.

While the number of children identified with autism spectrum disorders is rising, the number of trained professionals to teach them is not keeping up.

I know everyone here today is committed to ensuring that children with autism get the help they need. I want you to know that you have a steadfast partner in President Bush and the U.S. Department of Education.

In 2003, through our Office of Special Education Programs, we provided $9.2 million in funds for 38 projects targeting autism. These projects include:

• Outreach to improve early identification and intervention;
• Research projects to identify effective methods and interventions; and
• Personnel preparation programs.

We want to be sure that teachers have the resources and information they need to be successful. That is why the testing provisions in No Child Left Behind are so important. I would like to take just a moment to explain the tests that are required by No Child Left Behind. These are not high-stakes tests required for graduation. They are not aptitude tests like the SAT that were designed to estimate future success. Instead, the tests of No Child Left Behind measure success in achieving goals.

We can’t address a problem until we know it exists. Without tests, we don’t find out until it is too late. By using the information provided by these tests, teachers and parents can identify and target their efforts to areas that most need help.

These tests measure a child’s progress—not potential.

Still, we know that for some students with disabilities we need to consider progress in their individualized educational programs. That is why we have proposed a rule that would permit as many as 1 percent of all students—or about 9 or 10 percent of all students with disabilities—to be held to different achievement standards.

This allows states to consider the progress made by students with the most significant cognitive disabilities. States can apply for a higher cap if necessary. We expect this rule to be finalized shortly.

We are committed to helping students with autism receive the high-quality education they deserve. We must do all of this and more. I look forward to our continued partnership. And I look forward to hearing about the results of this conference. By working together, we will improve opportunities for all children with disabilities. We will give them a better chance for the future and a good shot at achieving their dreams.

Now, it is my pleasure to invite Minister Dempsey to say a few words.

Thank you.

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