[article] 
inJournal of Autism and Developmental Disorders > 49-1 (January 2019) . - p.307-323

Titre :	College Students' Evaluations and Reasoning About Exclusion of Students with Autism and Learning Disability: Context and Goals may Matter More than Contact
Type de document :	Texte imprimé et/ou numérique
Auteurs :	Kristen BOTTEMA-BEUTEL, Auteur ; S. Y. KIM, Auteur ; D. B. MIELE, Auteur
Article en page(s) :	p.307-323
Langues :	Anglais (eng)
Mots-clés :	Autism spectrum disorder  Disability  Exclusion  Learning disability  Moral reasoning  Social domain theory
Index. décimale :	PER Périodiques
Résumé :	This study used mixed-effects logistic regression to examine undergraduates' (N = 142) evaluations and reasoning about scenarios involving disability-based exclusion. Scenarios varied by disability [autism spectrum disorder (ASD) versus learning disability (LD)], the context of exclusion (classroom versus social), and whether or not a grade was at stake. Participants were more likely to determine exclusion was acceptable if the excluded student had an ASD diagnosis, there was a grade at stake, and it occurred in a classroom. Exclusion was less likely to be considered acceptable in the "no grade" compared to the "grade" conditions for LD students, but remained high in both conditions for autistic students. This study also describes contextual variations in participants' justifications for their evaluations.
En ligne :	http://dx.doi.org/10.1007/s10803-018-3769-5
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=377

[article] College Students' Evaluations and Reasoning About Exclusion of Students with Autism and Learning Disability: Context and Goals may Matter More than Contact [Texte imprimé et/ou numérique] / Kristen BOTTEMA-BEUTEL, Auteur ; S. Y. KIM, Auteur ; D. B. MIELE, Auteur . - p.307-323.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 49-1 (January 2019) . - p.307-323

Mots-clés :	Autism spectrum disorder  Disability  Exclusion  Learning disability  Moral reasoning  Social domain theory
Index. décimale :	PER Périodiques
Résumé :	This study used mixed-effects logistic regression to examine undergraduates' (N = 142) evaluations and reasoning about scenarios involving disability-based exclusion. Scenarios varied by disability [autism spectrum disorder (ASD) versus learning disability (LD)], the context of exclusion (classroom versus social), and whether or not a grade was at stake. Participants were more likely to determine exclusion was acceptable if the excluded student had an ASD diagnosis, there was a grade at stake, and it occurred in a classroom. Exclusion was less likely to be considered acceptable in the "no grade" compared to the "grade" conditions for LD students, but remained high in both conditions for autistic students. This study also describes contextual variations in participants' justifications for their evaluations.
En ligne :	http://dx.doi.org/10.1007/s10803-018-3769-5
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=377