Centre d'Information et de documentation du CRA Rhône-Alpes
CRA
Informations pratiques
-
Adresse
Centre d'information et de documentation
du CRA Rhône-Alpes
Centre Hospitalier le Vinatier
bât 211
95, Bd Pinel
69678 Bron CedexHoraires
Lundi au Vendredi
9h00-12h00 13h30-16h00Contact
Tél: +33(0)4 37 91 54 65
Mail
Fax: +33(0)4 37 91 54 37
-
Résultat de la recherche
6 recherche sur le mot-clé 'Education, Special'
Affiner la recherche Générer le flux rss de la recherche
Partager le résultat de cette recherche Faire une suggestion
Randomized pilot study of a special education advocacy program for Latinx/minority parents of children with autism spectrum disorder / P. LUELMO in Autism, 25-6 (August 2021)
[article]
Titre : Randomized pilot study of a special education advocacy program for Latinx/minority parents of children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : P. LUELMO, Auteur ; Connie KASARI, Auteur Article en page(s) : p.1809-1815 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/therapy Child Education, Special Ethnicity Humans Minority Groups Parents Pilot Projects Hispanic Individualized Education Program Latinx autism family engagement parent advocacy pilot study randomized trial special education Index. décimale : PER Périodiques Résumé : Persistent racial and ethnic disparities in obtaining an autism spectrum disorder diagnosis and services have been documented for Latinx children and other racial/ethnic minorities. This study reports on an educational intervention examining the effectiveness and feasibility of a low-intensity (i.e. three sessions), low-cost, parent advocacy for Latinx and other minority parents of children with autism. Results indicated significantly increased parental knowledge and in the immediate intervention group, but this knowledge did not lead to greater empowerment. While parents from low-income, racial/ethnic minority backgrounds, particularly Latinx parents, can significantly increase their advocacy skills with a low-intensity, low-cost program, they may need more support in changing their self-perceptions of empowerment and advocacy. En ligne : http://dx.doi.org/10.1177/1362361321998561 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451
in Autism > 25-6 (August 2021) . - p.1809-1815[article] Randomized pilot study of a special education advocacy program for Latinx/minority parents of children with autism spectrum disorder [Texte imprimé et/ou numérique] / P. LUELMO, Auteur ; Connie KASARI, Auteur . - p.1809-1815.
Langues : Anglais (eng)
in Autism > 25-6 (August 2021) . - p.1809-1815
Mots-clés : Autism Spectrum Disorder/therapy Child Education, Special Ethnicity Humans Minority Groups Parents Pilot Projects Hispanic Individualized Education Program Latinx autism family engagement parent advocacy pilot study randomized trial special education Index. décimale : PER Périodiques Résumé : Persistent racial and ethnic disparities in obtaining an autism spectrum disorder diagnosis and services have been documented for Latinx children and other racial/ethnic minorities. This study reports on an educational intervention examining the effectiveness and feasibility of a low-intensity (i.e. three sessions), low-cost, parent advocacy for Latinx and other minority parents of children with autism. Results indicated significantly increased parental knowledge and in the immediate intervention group, but this knowledge did not lead to greater empowerment. While parents from low-income, racial/ethnic minority backgrounds, particularly Latinx parents, can significantly increase their advocacy skills with a low-intensity, low-cost program, they may need more support in changing their self-perceptions of empowerment and advocacy. En ligne : http://dx.doi.org/10.1177/1362361321998561 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451 Randomized pilot study of a special education advocacy program for Latinx/minority parents of children with autism spectrum disorder / Paul LUELMO in Autism, 26-6 (August 2022)
[article]
Titre : Randomized pilot study of a special education advocacy program for Latinx/minority parents of children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Paul LUELMO, Auteur ; Connie KASARI, Auteur Article en page(s) : p.1809-1815 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/therapy Child Education, Special Ethnicity Humans Minority Groups Parents Pilot Projects Hispanic Individualized Education Program Latinx autism family engagement parent advocacy pilot study randomized trial special education Index. décimale : PER Périodiques Résumé : Persistent racial and ethnic disparities in obtaining an autism spectrum disorder diagnosis and services have been documented for Latinx children and other racial/ethnic minorities. This study reports on an educational intervention examining the effectiveness and feasibility of a low-intensity (i.e. three sessions), low-cost, parent advocacy for Latinx and other minority parents of children with autism. Results indicated significantly increased parental knowledge and in the immediate intervention group, but this knowledge did not lead to greater empowerment. While parents from low-income, racial/ethnic minority backgrounds, particularly Latinx parents, can significantly increase their advocacy skills with a low-intensity, low-cost program, they may need more support in changing their self-perceptions of empowerment and advocacy. En ligne : http://dx.doi.org/10.1177/1362361321998561 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484
in Autism > 26-6 (August 2022) . - p.1809-1815[article] Randomized pilot study of a special education advocacy program for Latinx/minority parents of children with autism spectrum disorder [Texte imprimé et/ou numérique] / Paul LUELMO, Auteur ; Connie KASARI, Auteur . - p.1809-1815.
Langues : Anglais (eng)
in Autism > 26-6 (August 2022) . - p.1809-1815
Mots-clés : Autism Spectrum Disorder/therapy Child Education, Special Ethnicity Humans Minority Groups Parents Pilot Projects Hispanic Individualized Education Program Latinx autism family engagement parent advocacy pilot study randomized trial special education Index. décimale : PER Périodiques Résumé : Persistent racial and ethnic disparities in obtaining an autism spectrum disorder diagnosis and services have been documented for Latinx children and other racial/ethnic minorities. This study reports on an educational intervention examining the effectiveness and feasibility of a low-intensity (i.e. three sessions), low-cost, parent advocacy for Latinx and other minority parents of children with autism. Results indicated significantly increased parental knowledge and in the immediate intervention group, but this knowledge did not lead to greater empowerment. While parents from low-income, racial/ethnic minority backgrounds, particularly Latinx parents, can significantly increase their advocacy skills with a low-intensity, low-cost program, they may need more support in changing their self-perceptions of empowerment and advocacy. En ligne : http://dx.doi.org/10.1177/1362361321998561 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484 Special education for students with autism during the COVID-19 pandemic: "Each day brings new challenges" / Sarah HURWITZ in Autism, 26-4 (May 2022)
[article]
Titre : Special education for students with autism during the COVID-19 pandemic: "Each day brings new challenges" Type de document : Texte imprimé et/ou numérique Auteurs : Sarah HURWITZ, Auteur ; Blaine GARMAN-MCCLAINE, Auteur ; Kane CARLOCK, Auteur Article en page(s) : p.889-899 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Autistic Disorder Covid-19 Education, Special Humans Pandemics Students COVID-19 pandemic Individualized Education Program Individuals with Disabilities Education Act/free appropriate public education autistic/autism spectrum disorder evidence-based practice implementation science special education teachers Index. décimale : PER Périodiques Résumé : The novel coronavirus (COVID-19) disrupted how special educators provided supports and services for students with autism spectrum disorder. School closures and the related pivoting between learning modalities (i.e. virtual, hybrid, and face-to-face) were difficult for all students, but especially for students with autism, who rely on routine and require individualized instruction. In this study, we surveyed 106 special education teachers, behavior specialists, and speech pathologists who work with autistic students to learn about how they adapted instruction to comply with the complex social distancing rules and changing expectations of the pandemic. Participants reported "making the best out of a bad situation" and "constantly using 'trial & error' to find the best way for our students to eLearn." They emphasized the importance of collaboration with parents, who helped deliver intervention and monitor progress across settings. They made alterations to Individualized Education Programs, by adding individualized contingency learning plans, adjusting service minutes, and sometimes eliminating social goals. Participants were surprised that while students with more intense needs struggled, others actually preferred virtual instruction. This raises concerns for what will happen in the future, when social expectations resume. Despite the overwhelming challenges posed by COVID-19, participants demonstrated remarkable resiliency and an innovative ability to adapt instruction. En ligne : https://dx.doi.org/10.1177/13623613211035935 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473
in Autism > 26-4 (May 2022) . - p.889-899[article] Special education for students with autism during the COVID-19 pandemic: "Each day brings new challenges" [Texte imprimé et/ou numérique] / Sarah HURWITZ, Auteur ; Blaine GARMAN-MCCLAINE, Auteur ; Kane CARLOCK, Auteur . - p.889-899.
Langues : Anglais (eng)
in Autism > 26-4 (May 2022) . - p.889-899
Mots-clés : Autism Spectrum Disorder Autistic Disorder Covid-19 Education, Special Humans Pandemics Students COVID-19 pandemic Individualized Education Program Individuals with Disabilities Education Act/free appropriate public education autistic/autism spectrum disorder evidence-based practice implementation science special education teachers Index. décimale : PER Périodiques Résumé : The novel coronavirus (COVID-19) disrupted how special educators provided supports and services for students with autism spectrum disorder. School closures and the related pivoting between learning modalities (i.e. virtual, hybrid, and face-to-face) were difficult for all students, but especially for students with autism, who rely on routine and require individualized instruction. In this study, we surveyed 106 special education teachers, behavior specialists, and speech pathologists who work with autistic students to learn about how they adapted instruction to comply with the complex social distancing rules and changing expectations of the pandemic. Participants reported "making the best out of a bad situation" and "constantly using 'trial & error' to find the best way for our students to eLearn." They emphasized the importance of collaboration with parents, who helped deliver intervention and monitor progress across settings. They made alterations to Individualized Education Programs, by adding individualized contingency learning plans, adjusting service minutes, and sometimes eliminating social goals. Participants were surprised that while students with more intense needs struggled, others actually preferred virtual instruction. This raises concerns for what will happen in the future, when social expectations resume. Despite the overwhelming challenges posed by COVID-19, participants demonstrated remarkable resiliency and an innovative ability to adapt instruction. En ligne : https://dx.doi.org/10.1177/13623613211035935 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473 A Study of the Families Included in Receiving Better Special Education Services (FIRME) Project for Latinx Families of Children with Autism and Developmental Disabilities / K. RIOS in Journal of Autism and Developmental Disorders, 51-10 (October 2021)
[article]
Titre : A Study of the Families Included in Receiving Better Special Education Services (FIRME) Project for Latinx Families of Children with Autism and Developmental Disabilities Type de document : Texte imprimé et/ou numérique Auteurs : K. RIOS, Auteur ; M. M. BURKE, Auteur ; Janeth ALEMAN-TOVAR, Auteur Article en page(s) : p.3662-3676 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/therapy Autistic Disorder Child Developmental Disabilities/therapy Education, Special Humans Pilot Projects Advocacy programs Children with IDD Empowerment Latino families Stress Index. décimale : PER Périodiques Résumé : Family-professional partnership is an essential component of the special education process for children with intellectual and/or developmental disabilities (IDD), including autism spectrum disorder (ASD). Latinx families face systemic barriers when participating in educational decision-making for their children with IDD. Few studies have examined the effectiveness of advocacy trainings among Latinx families of children with IDD, including ASD. The purpose of this pilot study was to examine the effectiveness and feasibility of the Familias Incluidas en Recibiendo Mejor Educación Especial (FIRME), an advocacy program for Latinx families of children with IDD, with respect to increasing special education knowledge, advocacy, empowerment, and receipt of services; and decreasing stress. After completing the FIRME program, participants demonstrated significantly increased: special education knowledge; advocacy; and empowerment. En ligne : http://dx.doi.org/10.1007/s10803-020-04827-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=453
in Journal of Autism and Developmental Disorders > 51-10 (October 2021) . - p.3662-3676[article] A Study of the Families Included in Receiving Better Special Education Services (FIRME) Project for Latinx Families of Children with Autism and Developmental Disabilities [Texte imprimé et/ou numérique] / K. RIOS, Auteur ; M. M. BURKE, Auteur ; Janeth ALEMAN-TOVAR, Auteur . - p.3662-3676.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-10 (October 2021) . - p.3662-3676
Mots-clés : Autism Spectrum Disorder/therapy Autistic Disorder Child Developmental Disabilities/therapy Education, Special Humans Pilot Projects Advocacy programs Children with IDD Empowerment Latino families Stress Index. décimale : PER Périodiques Résumé : Family-professional partnership is an essential component of the special education process for children with intellectual and/or developmental disabilities (IDD), including autism spectrum disorder (ASD). Latinx families face systemic barriers when participating in educational decision-making for their children with IDD. Few studies have examined the effectiveness of advocacy trainings among Latinx families of children with IDD, including ASD. The purpose of this pilot study was to examine the effectiveness and feasibility of the Familias Incluidas en Recibiendo Mejor Educación Especial (FIRME), an advocacy program for Latinx families of children with IDD, with respect to increasing special education knowledge, advocacy, empowerment, and receipt of services; and decreasing stress. After completing the FIRME program, participants demonstrated significantly increased: special education knowledge; advocacy; and empowerment. En ligne : http://dx.doi.org/10.1007/s10803-020-04827-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=453 Who gains and who loses? Sociodemographic disparities in access to special education services among autistic students / A. STURM in Autism Research, 14-8 (August 2021)
[article]
Titre : Who gains and who loses? Sociodemographic disparities in access to special education services among autistic students Type de document : Texte imprimé et/ou numérique Auteurs : A. STURM, Auteur ; J. WILLIAMS, Auteur ; Connie KASARI, Auteur Article en page(s) : p.1621-1632 Langues : Anglais (eng) Mots-clés : Adolescent Autism Spectrum Disorder/therapy Autistic Disorder Child Child, Preschool Education, Special Humans Intellectual Disability Students United States children treatment research Index. décimale : PER Périodiques Résumé : Little is known about differences in the allocation of special education services to students with autism compared with students with other primary learning differences (e.g., intellectual disability [ID], specific learning disability [SLD]) and the comparative impact of sociodemographic factors on special education service receipt. The present study aimed to compare allocation of services (i.e., quantity and types) between students eligible for special education services under autism, SLD and ID, and to identify differences in sociodemographic predictors (e.g., race, neighborhood income) of service allocation. Data were culled from special education administrative records from a large urban, primarily Hispanic, Latino, or Spanish-serving school district from academic years 2011-2012 to 2016-2017. Participants included N = 76,428 students (N(autism) = 18,151, N(SLD) = 54,001, N(ID) = 4,276) ages 2-18. Results showed that autistic students received, on average, more services than students with SLD. Services received by students served under autism and SLD eligibility were more congruent with areas of need (e.g., language, occupational therapy) relative to students served under ID. Student-level socioeconomic status (free and reduced lunch) was more positively predictive of the number of special education services received than the neighborhood income of the school the student attended. Finally, the most significant racial disparities in service allocation were observed among students served under autism eligibility. The present study demonstrates the critical role of economic resources in the quantity and types of services received, and the desirability of a public education for well-resourced families who are possibly best situated to navigate special education services. LAY SUMMARY: An eligibility of autism in special education confers a significant advantage in the number of services a student receives. Disparity in the quantity of special education services exists among autistic students across many sociodemographic factors. Most notably, greater allocation of services to non-Hispanic, Latino, or Spanish, White American, European American, or Middle Eastern American students and students who do not receive free and reduced lunch. En ligne : http://dx.doi.org/10.1002/aur.2517 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=449
in Autism Research > 14-8 (August 2021) . - p.1621-1632[article] Who gains and who loses? Sociodemographic disparities in access to special education services among autistic students [Texte imprimé et/ou numérique] / A. STURM, Auteur ; J. WILLIAMS, Auteur ; Connie KASARI, Auteur . - p.1621-1632.
Langues : Anglais (eng)
in Autism Research > 14-8 (August 2021) . - p.1621-1632
Mots-clés : Adolescent Autism Spectrum Disorder/therapy Autistic Disorder Child Child, Preschool Education, Special Humans Intellectual Disability Students United States children treatment research Index. décimale : PER Périodiques Résumé : Little is known about differences in the allocation of special education services to students with autism compared with students with other primary learning differences (e.g., intellectual disability [ID], specific learning disability [SLD]) and the comparative impact of sociodemographic factors on special education service receipt. The present study aimed to compare allocation of services (i.e., quantity and types) between students eligible for special education services under autism, SLD and ID, and to identify differences in sociodemographic predictors (e.g., race, neighborhood income) of service allocation. Data were culled from special education administrative records from a large urban, primarily Hispanic, Latino, or Spanish-serving school district from academic years 2011-2012 to 2016-2017. Participants included N = 76,428 students (N(autism) = 18,151, N(SLD) = 54,001, N(ID) = 4,276) ages 2-18. Results showed that autistic students received, on average, more services than students with SLD. Services received by students served under autism and SLD eligibility were more congruent with areas of need (e.g., language, occupational therapy) relative to students served under ID. Student-level socioeconomic status (free and reduced lunch) was more positively predictive of the number of special education services received than the neighborhood income of the school the student attended. Finally, the most significant racial disparities in service allocation were observed among students served under autism eligibility. The present study demonstrates the critical role of economic resources in the quantity and types of services received, and the desirability of a public education for well-resourced families who are possibly best situated to navigate special education services. LAY SUMMARY: An eligibility of autism in special education confers a significant advantage in the number of services a student receives. Disparity in the quantity of special education services exists among autistic students across many sociodemographic factors. Most notably, greater allocation of services to non-Hispanic, Latino, or Spanish, White American, European American, or Middle Eastern American students and students who do not receive free and reduced lunch. En ligne : http://dx.doi.org/10.1002/aur.2517 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=449 Classroom Based Intensive Toilet Training for Children with Autism Spectrum Disorder / R. R. CAGLIANI in Journal of Autism and Developmental Disorders, 51-12 (December 2021)
Permalink