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
3 recherche sur le mot-clé 'Placement'
Affiner la recherche Générer le flux rss de la recherche
Partager le résultat de cette recherche Faire une suggestion
Educational Placement of Students With Autism: The Impact of State of Residence / Jennifer A. KURTH in Focus on Autism and Other Developmental Disabilities, 30-4 (December 2015)
[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 Factors influencing the educational placement of students with autism spectrum disorders / Matthew J. SEGALL in Research in Autism Spectrum Disorders, 8-1 (January 2014)
[article]
Titre : Factors influencing the educational placement of students with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Matthew J. SEGALL, Auteur ; Jonathan M. CAMPBELL, Auteur Article en page(s) : p.31-43 Langues : Anglais (eng) Mots-clés : Autism Placement Teacher attitudes Index. décimale : PER Périodiques Résumé : Abstract Due to legal and therapeutic reasons, children with autism spectrum disorders (ASD) are often educated in general education settings. As such, it is important to understand the variables that might affect a student's placement in inclusive education settings, simultaneously considering student variables (e.g., disability label) and teacher variables (e.g., knowledge of autism). Investigators experimentally manipulated the cognitive ability and diagnostic label of a student with ASD, characteristics and asked first grade teachers to provide their opinion on the student's educational placement. Results suggested that cognitive ability, but not label, significantly impacted decision making. The results hold important implications for special education decision making as well as training for educators. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.10.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=220
in Research in Autism Spectrum Disorders > 8-1 (January 2014) . - p.31-43[article] Factors influencing the educational placement of students with autism spectrum disorders [Texte imprimé et/ou numérique] / Matthew J. SEGALL, Auteur ; Jonathan M. CAMPBELL, Auteur . - p.31-43.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 8-1 (January 2014) . - p.31-43
Mots-clés : Autism Placement Teacher attitudes Index. décimale : PER Périodiques Résumé : Abstract Due to legal and therapeutic reasons, children with autism spectrum disorders (ASD) are often educated in general education settings. As such, it is important to understand the variables that might affect a student's placement in inclusive education settings, simultaneously considering student variables (e.g., disability label) and teacher variables (e.g., knowledge of autism). Investigators experimentally manipulated the cognitive ability and diagnostic label of a student with ASD, characteristics and asked first grade teachers to provide their opinion on the student's educational placement. Results suggested that cognitive ability, but not label, significantly impacted decision making. The results hold important implications for special education decision making as well as training for educators. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.10.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=220 Matching Children on the Autism Spectrum to Classrooms: A Guide for Parents and Professionals / Lara DELMOLINO in Journal of Autism and Developmental Disorders, 42-6 (June 2012)
[article]
Titre : Matching Children on the Autism Spectrum to Classrooms: A Guide for Parents and Professionals Type de document : Texte imprimé et/ou numérique Auteurs : Lara DELMOLINO, Auteur ; Sandra L. HARRIS, Auteur Année de publication : 2012 Article en page(s) : p.1197-1204 Langues : Anglais (eng) Mots-clés : Autism Education Placement Intervention Index. décimale : PER Périodiques Résumé : Meeting the needs of a learner with an autism spectrum disorder requires specialized expertise. Assessing the extent to which a potential program or classroom meets a child’s needs is a source of serious challenge for parents and professionals alike. Indeed, identifying, prioritizing and agreeing upon the child’s needs are complex questions for which there are no clear and straightforward answers. The process of establishing a match between a student and a placement must explore several primary dimensions: child, setting, and instructor variables, treatment philosophy and strategies, assessment and evaluation, and family needs and involvement. Additionally, there is a great deal of complexity considering how to interpret, integrate and apply empirical research findings and prominent professional opinions to develop sound and practical solutions. Discussion and agreement about the importance of each of these factors and how they apply in a specific situation forms the foundation of an interactive dialogue between service providers and families to create a “best fit” between student and program. En ligne : http://dx.doi.org/10.1007/s10803-011-1298-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=157
in Journal of Autism and Developmental Disorders > 42-6 (June 2012) . - p.1197-1204[article] Matching Children on the Autism Spectrum to Classrooms: A Guide for Parents and Professionals [Texte imprimé et/ou numérique] / Lara DELMOLINO, Auteur ; Sandra L. HARRIS, Auteur . - 2012 . - p.1197-1204.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 42-6 (June 2012) . - p.1197-1204
Mots-clés : Autism Education Placement Intervention Index. décimale : PER Périodiques Résumé : Meeting the needs of a learner with an autism spectrum disorder requires specialized expertise. Assessing the extent to which a potential program or classroom meets a child’s needs is a source of serious challenge for parents and professionals alike. Indeed, identifying, prioritizing and agreeing upon the child’s needs are complex questions for which there are no clear and straightforward answers. The process of establishing a match between a student and a placement must explore several primary dimensions: child, setting, and instructor variables, treatment philosophy and strategies, assessment and evaluation, and family needs and involvement. Additionally, there is a great deal of complexity considering how to interpret, integrate and apply empirical research findings and prominent professional opinions to develop sound and practical solutions. Discussion and agreement about the importance of each of these factors and how they apply in a specific situation forms the foundation of an interactive dialogue between service providers and families to create a “best fit” between student and program. En ligne : http://dx.doi.org/10.1007/s10803-011-1298-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=157