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اطلاعات کتابشناختی
عنوان اصلی: Academic outcomes in inclusive and non-inclusive special education programs for adolescents with autism spectrum disorders
پدیدآورندگان : Jennifer Kurth (پديدآور)
نوع : متن
جنس : مقاله
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چاپ
صاحب محتوا :

کتابخانه دیجیتالی دانشگاه علامه طباطبایی (ره)

توصیفگر : Special education
وضعیت نشر : University of California, Davis ، , 2008
خلاصه : Objective . To describe the academic profiles of adolescents with autism who have been educated in inclusive and non-inclusive settings. Method . Fifteen adolescents with autism participated in the study. Of these students, seven had been continuously enrolled in general education (inclusion) and eight in special education (non-inclusion settings). Three measures were used to document student academic achievement in inclusion and non-inclusion settings: a review of student cumulative records, achievement assessment, and observation of student engagement in learning situations. Results . Findings indicate significant between group differences in all three measures (assessment, review of records, and observation), although there were no significant differences in intelligence or adaptive behavior assessment scores for those adolescents included and not included in general education. Students who were included in general education obtained significantly higher scores on the Woodcock-Johnson III Tests of Achievement, including those subtests measuring abstract and inferential skills. All students, however, had emerging academic skills as measured on this test. Furthermore, students with autism experienced different IEP goals and services when educated in general and special education. Included students had fewer IEP goals, but these goals addressed largely abstract and applied skills. Non-included students had more goals overall, and goals that targeted primarily rote and procedural skills. All students were largely unsuccessful in attaining their IEP goals. A downward shift was noted in the number of goals for all students as they entered adolescence. Finally, observations of student engagement found significant between group differences in types of activity and patterns of engagement. Included students had greater access to the core curriculum and were more passively engaged. Non-included students were more actively engaged, had extremely limited access to the core general education curriculum, and spent nearly one-third of their instructional time engaged in non-instructional activities. Conclusions . The importance of educational context is described in this study. Inclusion is associated with improved outcomes in all three measures, suggesting the value of academic inclusion for students with autism. Students shared similar characteristics, yet included students had higher achievement assessment scores, more goals reflecting higher order and applied thinking skills, and had greater access to and more participation in the core general education curriculum..
شناسه : 239121
تاریخ ایجاد رکورد : 1393/9/5
قیمت شيء دیجیتال : فاقد شيء دیجیتالی


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