Our History and Mission

Rimland Services NFP was established in the State of Illinois in 1971 as The Rimland School for Autistic Children by parents whose children were excluded from Illinois ’ public school programs because of the nature and severity of their disabilities. In the mid to late 70's, autism was terribly misunderstood, due in large measure to the lack of knowledge by medical professionals, and its low-incidence (5 in every 10,000 births). Myths were promulgated by noted and well-respected medical professionals that children with autism were “mentally ill” as a result of “refrigerator mothers”. Founder Rosalind C. Oppenheim, who at the time was home-schooling her own son diagnosed with autism, refused to accept this label. Rosalind Oppenheim, who served as Executive Director until her untimely death in 1987, recognized and understood the desperate need for a school to serve children with autism.

Rosalind Oppenheim along with other parents, at the state and national levels, advocated for the passage of The Education of the Handicapped Act of 1970 (EHA). This legislation was intended to assist the states in providing a free, appropriate, public education to children with disabilities by establishing minimum requirements with which the states had to comply in order to receive federal financial assistance. The EHA was a congressional response to findings that children with disabilities historically received inadequate educational services, were improperly identified and evaluated, and were often needlessly segregated and excluded from regular school populations.

Congress amended the EHA in 1975 with Public Law 94-142, the Education for All Handicapped Children Act (P.L. 94-142). P.L. 94-142 contains many of the most important legal protections of the legislation now known as the Individuals with Disabilities Education Act (IDEA). The passage of the P.L. 94-142 resulted in thousands of administrative challenges and lawsuits filed by students with developmental disabilities and their parents, forcing states, local education agencies, and school districts to bring themselves into compliance with the new federal law.

The decision was made early to depend on public funding to support The Rimland School whose students by law were entitled to appropriate services. Working within the bureaucratic system to access public funds the Rimland School for Autistic Children was accredited by the Illinois State Board of Education in 1975.

The Rimland School was a different place for children with autism to be educated; it looked different from the usual classroom setting. There were five children in the School. Children were accepted who were diagnosed with autism, who were ambulatory and who needed a structure and systemic educational programming. The educational program addressed the needs of the children for growth and development in every area of life. Effective educational programming was aimed at every part of the whole person, with an emphasis on integration rather than fragmentation.

With the expansion of its programs and services to include community living options and developmental training programs, and the broadening of its mission to serve adults as well as children diagnosed with autism, The Rimland School changed its name first to Rimland Services for Autistic Citizens and then to Rimland Services NFP.

Since these humble beginnings over 30 years ago, Rimland Services has continued to pioneer successful, community-based programs that support individuals with autism as they achieve their full human potential, living in the communities of their choice to the maximum extent possible. Rimland Services has been at the forefront in lowering walls that separate individuals with autism from society and, consequently, society from them. It was the first service provider to establish a community living option for individuals with autism in Highland Park , Illinois . Rimland Services has also successfully established community living options in other suburbs in the Chicago metropolitan area, including Des Plaines , Highland Park , Maywood , and Mount Prospect . Each of these accomplishments was achieved not through lawsuits or changes in fair housing laws or exploitation of individuals and their disabilities, but through open and effective public education of the community, and within existing housing laws.

Over the years, Rimland Services has proven itself to be a consistent, reliable, effective advocate in breaking down barriers and building bridges to unite individuals regardless of variations.

With its passage, P.L. 94-142 guaranteed a public school education for all school age children with disabilities. Together, P.L. 94-142 and 99-457 mandate intervention services for all children with special needs from birth to age 21.

While these legislative acts have improved community participation and public schooling of individuals with autism tremendously, they have a significant flaw: They do not mandate intervention services or supports for individuals with autism older than 21, or the continuation of services once an individual who has been receiving such services and supports crosses this age threshold.

Rimland Services exists to support individuals with autism who need interceptive services and supports, but have passed the Federally-mandated age limit that guaranteed their access to such service.