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Auteur Isidora STARK |
Documents disponibles écrits par cet auteur (1)
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Qualification for upper secondary education in individuals with autism without intellectual disability: Total population study, Stockholm, Sweden / Isidora STARK in Autism, 25-4 (May 2021)
[article]
Titre : Qualification for upper secondary education in individuals with autism without intellectual disability: Total population study, Stockholm, Sweden Type de document : Texte imprimé et/ou numérique Auteurs : Isidora STARK, Auteur ; Peiwen LIAO, Auteur ; Cecilia MAGNUSSON, Auteur ; Michael LUNDBERG, Auteur ; Dheeraj RAI, Auteur ; Anton LAGER, Auteur ; Selma IDRING NORDSTRÖM, Auteur Article en page(s) : p.1036-1046 Langues : Anglais (eng) Mots-clés : Attention-deficit hyperactivity disorder autism predictors school outcome total population cohort Index. décimale : PER Périodiques Résumé : Obtaining a quality education is important for any individual's chances of leading a healthy and thriving life. Currently, educational policies in many countries underscore the rights of students with autism to be educated in mainstream schools. While there is some knowledge on school outcomes among students with autism from older studies, little is known about rates of qualification for upper secondary education among children with autism in mainstream schools today. This lack of knowledge is problematic since autism is diagnosed more widely, and prior evidence may not be relevant for individuals with autism and their families today. Using Swedish registers, we therefore examined this in a study including all children and young people in Stockholm County in 2001 through 2011. We found that about two thirds of children with autism without intellectual disability qualified for upper secondary education at the expected age, in comparison with about nine in ten among typically developing peers. We also found that girls with autism had further difficulties obtaining such qualification than boys and that those who were additionally diagnosed with attention-deficit hyperactivity disorder were particularly at risk of non-qualification. Finally, students with autism without intellectual disability had a greater chance of completing compulsory education if given an extended period to graduate. These findings underline the need for supportive interventions for children with autism during compulsory school. They may also challenge the inclusive education policy adopted by majority of western countries, at least in the wake of addressing special needs in mainstream schooling. En ligne : http://dx.doi.org/10.1177/1362361320975929 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444
in Autism > 25-4 (May 2021) . - p.1036-1046[article] Qualification for upper secondary education in individuals with autism without intellectual disability: Total population study, Stockholm, Sweden [Texte imprimé et/ou numérique] / Isidora STARK, Auteur ; Peiwen LIAO, Auteur ; Cecilia MAGNUSSON, Auteur ; Michael LUNDBERG, Auteur ; Dheeraj RAI, Auteur ; Anton LAGER, Auteur ; Selma IDRING NORDSTRÖM, Auteur . - p.1036-1046.
Langues : Anglais (eng)
in Autism > 25-4 (May 2021) . - p.1036-1046
Mots-clés : Attention-deficit hyperactivity disorder autism predictors school outcome total population cohort Index. décimale : PER Périodiques Résumé : Obtaining a quality education is important for any individual's chances of leading a healthy and thriving life. Currently, educational policies in many countries underscore the rights of students with autism to be educated in mainstream schools. While there is some knowledge on school outcomes among students with autism from older studies, little is known about rates of qualification for upper secondary education among children with autism in mainstream schools today. This lack of knowledge is problematic since autism is diagnosed more widely, and prior evidence may not be relevant for individuals with autism and their families today. Using Swedish registers, we therefore examined this in a study including all children and young people in Stockholm County in 2001 through 2011. We found that about two thirds of children with autism without intellectual disability qualified for upper secondary education at the expected age, in comparison with about nine in ten among typically developing peers. We also found that girls with autism had further difficulties obtaining such qualification than boys and that those who were additionally diagnosed with attention-deficit hyperactivity disorder were particularly at risk of non-qualification. Finally, students with autism without intellectual disability had a greater chance of completing compulsory education if given an extended period to graduate. These findings underline the need for supportive interventions for children with autism during compulsory school. They may also challenge the inclusive education policy adopted by majority of western countries, at least in the wake of addressing special needs in mainstream schooling. En ligne : http://dx.doi.org/10.1177/1362361320975929 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444