[article]
| Titre : |
“Being Integrated Does Not Mean Being Included”: What Factors Contribute to School Exclusion for Autistic Children? |
| Type de document : |
texte imprimé |
| Auteurs : |
Margaret SCHNEIDER, Auteur ; Vanessa C. FONG, Auteur ; Janet MCLAUGHLIN, Auteur |
| Article en page(s) : |
p.1851-1860 |
| Langues : |
Anglais (eng) |
| Mots-clés : |
bullying individual education plan qualitative quantitative school exclusion |
| Index. décimale : |
PER Périodiques |
| Résumé : |
ABSTRACT Autistic students face a heightened risk of exclusion from school and related activities, yet the factors contributing to this issue remain poorly understood. To address this gap, the current study took place in Ontario, Canada's largest province, where diverse populations and varied inclusive education policies create unique challenges. The study had two primary objectives: (1) to examine the relationship between parent satisfaction with the individual education plan (IEP) process and school exclusion, and (2) to identify key factors parents perceive as predictors of school exclusion in their autistic children. A total of 412 caregivers from Ontario completed an online survey, available in English and French, between April and July 2018. Quantitative analysis revealed that greater satisfaction with the IEP process was associated with a lower likelihood of school exclusion (b=0.297, OR=0.743, p=0.001). Qualitative analysis of open-ended responses identified two primary contributors to exclusion: bullying by peers and inadequate training and support for school staff. These findings highlight the need for improved supports in educational settings, including comprehensive anti-bullying initiatives, stronger collaboration with parents in the development of IEPs, greater accountability in ensuring that IEPs are properly implemented, a more inclusive approach to meeting student needs, and increased funding for support staff. Addressing these areas could help reduce the risk of exclusion and foster a more equitable learning environment for autistic students. |
| En ligne : |
https://doi.org/10.1002/aur.70088 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=568 |
in Autism Research > 18-9 (September 2025) . - p.1851-1860
[article] “Being Integrated Does Not Mean Being Included”: What Factors Contribute to School Exclusion for Autistic Children? [texte imprimé] / Margaret SCHNEIDER, Auteur ; Vanessa C. FONG, Auteur ; Janet MCLAUGHLIN, Auteur . - p.1851-1860. Langues : Anglais ( eng) in Autism Research > 18-9 (September 2025) . - p.1851-1860
| Mots-clés : |
bullying individual education plan qualitative quantitative school exclusion |
| Index. décimale : |
PER Périodiques |
| Résumé : |
ABSTRACT Autistic students face a heightened risk of exclusion from school and related activities, yet the factors contributing to this issue remain poorly understood. To address this gap, the current study took place in Ontario, Canada's largest province, where diverse populations and varied inclusive education policies create unique challenges. The study had two primary objectives: (1) to examine the relationship between parent satisfaction with the individual education plan (IEP) process and school exclusion, and (2) to identify key factors parents perceive as predictors of school exclusion in their autistic children. A total of 412 caregivers from Ontario completed an online survey, available in English and French, between April and July 2018. Quantitative analysis revealed that greater satisfaction with the IEP process was associated with a lower likelihood of school exclusion (b=0.297, OR=0.743, p=0.001). Qualitative analysis of open-ended responses identified two primary contributors to exclusion: bullying by peers and inadequate training and support for school staff. These findings highlight the need for improved supports in educational settings, including comprehensive anti-bullying initiatives, stronger collaboration with parents in the development of IEPs, greater accountability in ensuring that IEPs are properly implemented, a more inclusive approach to meeting student needs, and increased funding for support staff. Addressing these areas could help reduce the risk of exclusion and foster a more equitable learning environment for autistic students. |
| En ligne : |
https://doi.org/10.1002/aur.70088 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=568 |
|  |
“Being Integrated Does Not Mean Being Included”: What Factors Contribute to School Exclusion for Autistic Children? in Autism Research, 18-9 (September 2025)
