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Détail de l'auteur
Auteur Jennifer A. KURTH |
Documents disponibles écrits par cet auteur (2)
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Educational Placement of Students With Autism: The Impact of State of Residence / Jennifer A. KURTH in Focus on Autism and Other Developmental Disabilities, 30-4 (December 2015)
[article]
Titre : Educational Placement of Students With Autism: The Impact of State of Residence Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer A. KURTH, Auteur Article en page(s) : p.249-256 Langues : Anglais (eng) Mots-clés : inclusion instruction placement autism auditory processing Index. décimale : PER Périodiques Résumé : Typically, child characteristics such as IQ and severity of autism symptoms are thought to determine educational placement. The present study examines external factors, including state of residence and state funding formulas, to determine their potential influence on placement outcomes. Findings reveal that considerable variations exist among states in placing students with autism spectrum disorders in inclusive, mainstreaming, self-contained, and separate schools. This variation suggests that factors beyond child characteristics, such as IQ, play a major role in educational placement decisions. Furthermore, states in the Eastern United States tend to have more restrictive placement rates than states in the Western United States. State special education funding was found to have a minimal impact on placement outcomes. As a whole, it is unlikely that child characteristics alone determine placement outcomes. En ligne : http://dx.doi.org/10.1177/1088357614547891 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270
in Focus on Autism and Other Developmental Disabilities > 30-4 (December 2015) . - p.249-256[article] Educational Placement of Students With Autism: The Impact of State of Residence [Texte imprimé et/ou numérique] / Jennifer A. KURTH, Auteur . - p.249-256.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 30-4 (December 2015) . - p.249-256
Mots-clés : inclusion instruction placement autism auditory processing Index. décimale : PER Périodiques Résumé : Typically, child characteristics such as IQ and severity of autism symptoms are thought to determine educational placement. The present study examines external factors, including state of residence and state funding formulas, to determine their potential influence on placement outcomes. Findings reveal that considerable variations exist among states in placing students with autism spectrum disorders in inclusive, mainstreaming, self-contained, and separate schools. This variation suggests that factors beyond child characteristics, such as IQ, play a major role in educational placement decisions. Furthermore, states in the Eastern United States tend to have more restrictive placement rates than states in the Western United States. State special education funding was found to have a minimal impact on placement outcomes. As a whole, it is unlikely that child characteristics alone determine placement outcomes. En ligne : http://dx.doi.org/10.1177/1088357614547891 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270 Parent Perspectives of Their Involvement in IEP Development for Children With Autism / Jennifer A. KURTH in Focus on Autism and Other Developmental Disabilities, 35-1 (March 2020)
[article]
Titre : Parent Perspectives of Their Involvement in IEP Development for Children With Autism Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer A. KURTH, Auteur ; Hailey LOVE, Auteur ; Jody PIRTLE, Auteur Article en page(s) : p.36-46 Langues : Anglais (eng) Mots-clés : parent satisfaction collaboration educational decision-making Index. décimale : PER Périodiques Résumé : The present study investigated parents? experiences in making educational decisions for their children with autism and their satisfaction with said outcomes. Parents completed a survey describing (a) their input in educational decisions, (b) satisfaction with school personnel, and (c) satisfaction with their child?s school experience. Sequential regressions revealed parents? satisfaction was generally predicted by their own knowledge of autism, school staff knowledge of autism, parent satisfaction with teachers, and parent relationships with school personnel. In addition, parent input was a significant predictor of satisfaction with their child?s school experience. Finally, open-ended responses indicated that parents experienced many barriers when working with schools and often felt compelled to go outside of the school system to ensure their children received an appropriate education. Implications for teacher preparation and school?parent partnerships are described. En ligne : https://doi.org/10.1177/1088357619842858 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=417
in Focus on Autism and Other Developmental Disabilities > 35-1 (March 2020) . - p.36-46[article] Parent Perspectives of Their Involvement in IEP Development for Children With Autism [Texte imprimé et/ou numérique] / Jennifer A. KURTH, Auteur ; Hailey LOVE, Auteur ; Jody PIRTLE, Auteur . - p.36-46.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 35-1 (March 2020) . - p.36-46
Mots-clés : parent satisfaction collaboration educational decision-making Index. décimale : PER Périodiques Résumé : The present study investigated parents? experiences in making educational decisions for their children with autism and their satisfaction with said outcomes. Parents completed a survey describing (a) their input in educational decisions, (b) satisfaction with school personnel, and (c) satisfaction with their child?s school experience. Sequential regressions revealed parents? satisfaction was generally predicted by their own knowledge of autism, school staff knowledge of autism, parent satisfaction with teachers, and parent relationships with school personnel. In addition, parent input was a significant predictor of satisfaction with their child?s school experience. Finally, open-ended responses indicated that parents experienced many barriers when working with schools and often felt compelled to go outside of the school system to ensure their children received an appropriate education. Implications for teacher preparation and school?parent partnerships are described. En ligne : https://doi.org/10.1177/1088357619842858 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=417