[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 |
|
Educational Placement of Students With Autism: The Impact of State of Residence in Focus on Autism and Other Developmental Disabilities, 30-4 (December 2015)
