40 recherche sur le mot-clé 'special education'

Special education and care services for children, adolescents, and adults with autism spectrum disorders in France: Families’ opinion and satisfaction / Cécile RATTAZ in Autism, 18-2 (February 2014)  

Public ISBD [article]  inAutism > 18-2 (February 2014) . - p.185-193 Titre : Special education and care services for children, adolescents, and adults with autism spectrum disorders in France: Families’ opinion and satisfaction Type de document : Texte imprimé et/ou numérique Auteurs : Cécile RATTAZ, Auteur ; Bernard LEDESERT, Auteur ; Olivier MASSON, Auteur ; Lisa OUSS, Auteur ; Géraldine ROPERS, Auteur ; Amaria BAGHDADLI, Auteur Article en page(s) : p.185-193 Langues : Anglais (eng) Mots-clés : autism  parental satisfaction  special education  health careservices Index. décimale : PER Périodiques Résumé : This study focused on parents’ satisfaction with the special education and care services proposed to their child with autism spectrum disorders (ASD). Data were collected in three regions of France, using a questionnaire designed for the purpose of this study. Among the 530 families contacted, 212 filled in the questionnaire (response rate = 40.8%). Results showed that parents were globally satisfied with providers’ involvement and motivation, but they felt they were not involved enough in their child’s individualized program, that communication with providers was insufficient and that the services lacked ASD’s specific tools and interventions. Among all families interviewed, parents of adolescents were the most unsatisfied and we hypothesized that this could be due to the specific issues regarding developmental changes and concern about the future at this period of life. Congruently with the literature, variables related to parental overall satisfaction were a regular communication with professionals, a specific, regularly updated individual program in which parents are associated, and specialized tools and interventions. The implications of these findings are discussed as well as future directions for clinicians to improve service delivery and allow the persons with ASD and their families to be more involved in the services. En ligne : http://dx.doi.org/10.1177/1362361312460952 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=224 [article] Special education and care services for children, adolescents, and adults with autism spectrum disorders in France: Families’ opinion and satisfaction [Texte imprimé et/ou numérique] / Cécile RATTAZ, Auteur ; Bernard LEDESERT, Auteur ; Olivier MASSON, Auteur ; Lisa OUSS, Auteur ; Géraldine ROPERS, Auteur ; Amaria BAGHDADLI, Auteur . - p.185-193. Langues : Anglais (eng) in Autism > 18-2 (February 2014) . - p.185-193 Mots-clés : autism  parental satisfaction  special education  health careservices Index. décimale : PER Périodiques Résumé : This study focused on parents’ satisfaction with the special education and care services proposed to their child with autism spectrum disorders (ASD). Data were collected in three regions of France, using a questionnaire designed for the purpose of this study. Among the 530 families contacted, 212 filled in the questionnaire (response rate = 40.8%). Results showed that parents were globally satisfied with providers’ involvement and motivation, but they felt they were not involved enough in their child’s individualized program, that communication with providers was insufficient and that the services lacked ASD’s specific tools and interventions. Among all families interviewed, parents of adolescents were the most unsatisfied and we hypothesized that this could be due to the specific issues regarding developmental changes and concern about the future at this period of life. Congruently with the literature, variables related to parental overall satisfaction were a regular communication with professionals, a specific, regularly updated individual program in which parents are associated, and specialized tools and interventions. The implications of these findings are discussed as well as future directions for clinicians to improve service delivery and allow the persons with ASD and their families to be more involved in the services. En ligne : http://dx.doi.org/10.1177/1362361312460952 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=224

Special Education Complaints Filed by Parents of Students With Autism Spectrum Disorders in the Midwestern United States / Stacy E. WHITE in Focus on Autism and Other Developmental Disabilities, 29-2 (June 2014)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 29-2 (June 2014) . - p.80-87 Titre : Special Education Complaints Filed by Parents of Students With Autism Spectrum Disorders in the Midwestern United States Type de document : Texte imprimé et/ou numérique Auteurs : Stacy E. WHITE, Auteur Article en page(s) : p.80-87 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  special education  complaint investigations  legal cases Index. décimale : PER Périodiques Résumé : The number of students with autism spectrum disorders (ASD) receiving services in public schools is increasing steadily. However, the findings of previous research and recent litigation trends suggest that a notable disconnect persists between school-based services and parental satisfaction. As a means to better understand parental dissatisfaction with educational services, I analyzed presenting issues and outcomes of complaint investigations filed by parents of children with ASD in a midwestern U.S. state. A total of 97 electronic summaries of complaint investigations filed from January 2004 to January 2009 were examined using content analysis to identify the most frequently cited complaint issues, as well as the findings of fact leading to decisions in favor of schools. Common complaint issues included problems with Individualized Education Program content and implementation, parental participation, evaluation and case conference committee procedures, staff qualifications, and behavior/disciplinary procedures. Implications of the findings for educators, parents, and future research are discussed. En ligne : http://dx.doi.org/10.1177/1088357613478830 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232 [article] Special Education Complaints Filed by Parents of Students With Autism Spectrum Disorders in the Midwestern United States [Texte imprimé et/ou numérique] / Stacy E. WHITE, Auteur . - p.80-87. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 29-2 (June 2014) . - p.80-87 Mots-clés : autism spectrum disorders  special education  complaint investigations  legal cases Index. décimale : PER Périodiques Résumé : The number of students with autism spectrum disorders (ASD) receiving services in public schools is increasing steadily. However, the findings of previous research and recent litigation trends suggest that a notable disconnect persists between school-based services and parental satisfaction. As a means to better understand parental dissatisfaction with educational services, I analyzed presenting issues and outcomes of complaint investigations filed by parents of children with ASD in a midwestern U.S. state. A total of 97 electronic summaries of complaint investigations filed from January 2004 to January 2009 were examined using content analysis to identify the most frequently cited complaint issues, as well as the findings of fact leading to decisions in favor of schools. Common complaint issues included problems with Individualized Education Program content and implementation, parental participation, evaluation and case conference committee procedures, staff qualifications, and behavior/disciplinary procedures. Implications of the findings for educators, parents, and future research are discussed. En ligne : http://dx.doi.org/10.1177/1088357613478830 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232

Special education for students with autism during the COVID-19 pandemic: "Each day brings new challenges" / Sarah HURWITZ in Autism, 26-4 (May 2022)  

Public ISBD [article]  inAutism > 26-4 (May 2022) . - p.889-899 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 [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

Special Education Service Use by Children with Autism Spectrum Disorder / C. A. MCDONALD in Journal of Autism and Developmental Disorders, 49-6 (June 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-6 (June 2019) . - p.2437-2446 Titre : Special Education Service Use by Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : C. A. MCDONALD, Auteur ; James P. DONNELLY, Auteur ; A. L. FELDMAN-ALGUIRE, Auteur ; Jonathan D. RODGERS, Auteur ; C. LOPATA, Auteur ; M. L. THOMEER, Auteur Article en page(s) : p.2437-2446 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder without intellectual disability  Correlates  School  Service use  Special education Index. décimale : PER Périodiques Résumé : In the last decade, the prevalence of children with autism spectrum disorder (ASD) without intellectual disability (ID) in schools has increased. However, there is a paucity of information on special education placement, service use, and relationships between service use and demographic variables for children with ASD without ID. This study aimed to describe and explore variation in type and amount of special education services provided to (N = 89) children with ASD. Results indicated that the largest percentage of children received services under the Autism classification (56.2%) and were in partial-inclusion settings (40.4%). The main services received were speech (70.8%) and occupational (56.2%) therapies, while few children received behavior plans (15.7%) or social skills instruction (16.9%). Correlates with service use are described. En ligne : https://dx.doi.org/10.1007/s10803-019-03997-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=400 [article] Special Education Service Use by Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / C. A. MCDONALD, Auteur ; James P. DONNELLY, Auteur ; A. L. FELDMAN-ALGUIRE, Auteur ; Jonathan D. RODGERS, Auteur ; C. LOPATA, Auteur ; M. L. THOMEER, Auteur . - p.2437-2446. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-6 (June 2019) . - p.2437-2446 Mots-clés : Autism spectrum disorder without intellectual disability  Correlates  School  Service use  Special education Index. décimale : PER Périodiques Résumé : In the last decade, the prevalence of children with autism spectrum disorder (ASD) without intellectual disability (ID) in schools has increased. However, there is a paucity of information on special education placement, service use, and relationships between service use and demographic variables for children with ASD without ID. This study aimed to describe and explore variation in type and amount of special education services provided to (N = 89) children with ASD. Results indicated that the largest percentage of children received services under the Autism classification (56.2%) and were in partial-inclusion settings (40.4%). The main services received were speech (70.8%) and occupational (56.2%) therapies, while few children received behavior plans (15.7%) or social skills instruction (16.9%). Correlates with service use are described. En ligne : https://dx.doi.org/10.1007/s10803-019-03997-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=400

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)  

Public ISBD [article]  inAutism > 25-6 (August 2021) . - p.1809-1815 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 [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)  

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Trajectories and correlates of special education supports for youth with autism spectrum disorder and psychiatric comparisons / Christine J SPAULDING in Autism, 21-4 (May 2017)  

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Transdisciplinary Approach Practicum for Speech-Language Pathology and Special Education Graduate Students / Deborah WEISS in Journal of Autism and Developmental Disorders, 50-10 (October 2020)  

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Young Autism Spectrum Disorder Children in Special and Mainstream Education Settings Have Similar Behavioral Characteristics / Michal ILAN in Autism Research, 14-4 (April 2021)  

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Examining the highs and lows of teacher self-efficacy for special class teachers working with learners with Autism/Autism Spectrum Disorder / Amy RYAN in Research in Autism Spectrum Disorders, 94 (June 2022)  

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