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Providing a parent-administered outcome measure in a bilingual family of a father and a mother of two adolescents with ASD: brief report.
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In: Developmental neurorehabilitation, vol 25, iss 2 (2022)
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Analysis of the Autism Spectrum Disorder (ASD) Knowledge of Cuban Teachers in Primary Schools and Preschools
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In: Education Sciences; Volume 12; Issue 4; Pages: 284 (2022)
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The Roles of the ADOS-2 and Cognition in Measuring and Diagnosing Autism Spectrum Disorder
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In: Psychology Dissertations (2022)
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Effects of Social Stories on Increasing Social Interaction and Engagement of Deaf and Hard of Hearing Students with Autism Spectrum Disorder in Inclusive Settings
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In: UNF Faculty Publications (2022)
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Teachers’ attitudes toward the inclusion of students with autism spectrum disorder: Impact of students’ difficulties
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In: ISSN: 1750-9467 ; EISSN: 1878-0237 ; Research in Autism Spectrum Disorders ; https://hal.archives-ouvertes.fr/hal-03160107 ; Research in Autism Spectrum Disorders, Elsevier, 2021, 83, pp.101746. ⟨10.1016/j.rasd.2021.101746⟩ (2021)
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Explorations of language and communication in autism spectrum disorder: studies of under-researched and under-served populations
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Music Therapy for Children With Autistic Spectrum Disorder and/or Other Neurodevelopmental Disorders: A Systematic Review
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In: ISSN: 1664-0640 ; Frontiers in Psychiatry ; https://hal.sorbonne-universite.fr/hal-03213301 ; Frontiers in Psychiatry, Frontiers, 2021, 12, pp.643234. ⟨10.3389/fpsyt.2021.643234⟩ (2021)
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Effect Sizes of Deletions and Duplications on Autism Risk Across the Genome
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In: ISSN: 0002-953X ; EISSN: 1535-7228 ; American Journal of Psychiatry ; https://hal-pasteur.archives-ouvertes.fr/pasteur-03325371 ; American Journal of Psychiatry, American Psychiatric Publishing, 2021, 178 (1), pp.87-98. ⟨10.1176/appi.ajp.2020.19080834⟩ (2021)
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Dual Identification: English Proficiency and Educational Placement of English Learners with Autism Spectrum Disorder
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Effects of training with and without cultural adaptations to Latino caregivers of children with autism ...
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Differentiating "Attachment Difficulties" From Autism Spectrum Disorders and Attention Deficit Hyperactivity Disorder: Qualitative Interviews With Experienced Health Care Professionals. ...
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Does Autism Affect Children’s Identification of Ownership and Defence of Ownership Rights?
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A Comparison of the Heterogeneity of Speech Processing in Children with and without Autism Spectrum Disorder ...
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Parenting Stress and Social Style in Mothers and Fathers of Children with Autism Spectrum Disorder: A Cross-Cultural Investigation in Italy and Japan
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In: Brain Sciences ; Volume 11 ; Issue 11 (2021)
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Supporting Bilingualism in Vulnerable Populations
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In: Sustainability; Volume 13; Issue 24; Pages: 13830 (2021)
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Conversational alignment in children with an Autism Spectrum Condition and typically developing children_ESRC_grant_datasets ...
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Early developmental trajectories of expressive vocabulary and gesture production in a longitudinal cohort of Italian infants at high-risk for Autism Spectrum Disorder
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Capacity of the CCC-2 to Discriminate ASD from Other Neurodevelopmental Disorders
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Examining the Inclusion of Students with Autism Spectrum Disorder in Ontario Public Schools
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Abstract:
In Ontario, inclusive education is the first consideration for the classroom placement of students with exceptionalities (Ontario Human Rights Commission, 2018). Inclusion in the regular classroom is believed to be particularly beneficial for students with autism spectrum disorder (ASD), a neurodevelopmental condition characterized by persistent difficulties with social communication and social interaction as well as restricted and repetitive behaviours, activities, and interests (American Psychological Association, 2013). In making decisions related to the location of instruction and support for students with ASD, Identification, Placement and Review Committees (IPRCs) are meant to consider student-specific factors, such as level of adaptive functioning (Ontario Ministry of Education, 2017). There is evidence to suggest, however, that these decisions are also influenced by other variables, such as students’ age (Sansosti & Sansosti, 2012), academic performance (Segall & Campbell, 2014), and geographic locale (Kurth, 2015). The purpose of this study was to examine the inclusive classroom placement of students with ASD across the province as well as to identify some of the significant variables that are associated with these placements. Using a retrospective research design, descriptive statistics and multivariate analysis of variance were used to characterize the classroom placement of students with ASD over a 12-year period. Additionally, correlations between the percentage of students with ASD in inclusive classroom placements, school board variables, and region-related variables of interest were calculated. The findings from this study indicate that there has been a notable increase in the percentage of students with ASD in inclusive classroom placements over time. While the correlation analysis involving school board variables reinforced the idea that inclusion is not necessarily associated with student learning (Kalambouka et al., 2007), several region-related variables were found to be associated with inclusive classroom placement at the elementary and secondary levels. Not only can these findings characterize patterns and trends in the classroom placement of elementary and secondary students with ASD, but also, they highlight the utility of a geospatial approach in identifying some of the variables that can be used to direct efforts in increasing inclusive education placement decisions. ; M.Ed.
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Keyword:
autism spectrum disorder; classroom placement; inclusive education
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URL: http://hdl.handle.net/1974/29032
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Prosody in Children with Atypical Development
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In: Communication Disorders Faculty Publications (2021)
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