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Longitudinal Transition between Regular and Special Education in Autistic Children: Predictors and Policy Effects

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اقرأ على الانترنت اقرأ أكثر حفظ في قائمتي
  • المؤلفون: Chantal van den Helder (ORCID Chantal van den Helder (ORCID 0000-0002-0004-7576); Rachel Plak (ORCID Rachel Plak (ORCID 0000-0002-2706-7040); Martijn Meeter (ORCID Martijn Meeter (ORCID 0000-0002-5112-6717); Sander Begeer (ORCID Sander Begeer (ORCID 0000-0002-0572-6893)
  • اللغة:
    English
  • المصدر:
    Journal of Autism and Developmental Disorders. 2025 55(8):2651-2662.
  • الموضوع:
    2025
  • نوع التسجيلة:
    Journal Articles
    Reports - Research
  • معلومة اضافية
    • Availability:
      Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
    • Peer Reviewed:
      Y
    • المصدر:
      12
    • الموضوع:
      Regular and Special Education Relationship; Autism Spectrum Disorders; Children; Predictor Variables; Inclusion; Student Placement; Educational Policy; Foreign Countries; Longitudinal Studies; Special Schools; Mainstreaming; Gender Differences; Intelligence Quotient; Scores; Age Differences; Transfer Students; Referral
    • الموضوع:
      Netherlands
    • الرقم المعرف:
      10.1007/s10803-024-06369-4
    • ISSN:
      0162-3257
      1573-3432
    • نبذة مختصرة :
      Inclusive education policies stimulate children with special educational needs, including autism, to attend regular education. We aimed to explore change over time in school placement and transitions of autistic children since the introduction of an inclusive education policy in the Netherlands (2014) and to examine the role of individual child characteristics. This study used longitudinal data from 2013 to 2021 on autistic children (N = 1463, aged 5-16 years). We expected an increase in regular school placements and transitions to regular schools. Surprisingly, the proportion of children with autism in regular schools slightly decreased. Special school placement was more likely for boys and autistic children with lower intelligence scores, co-occurring conditions or behavioral and peer relation problems. Younger autistic children and those with lower intelligence scores more often transferred from a regular to a special school. The opposite transition was more common in older autistic children and those with higher intelligence scores. The likelihood of special-to-regular transitions did not change, but regular-to-special transitions were more prevalent during the years just after the policy change than in later years. The inclusive policy had little impact on the school placement, and at most led to a delayed drop in referrals to special schools.
    • نبذة مختصرة :
      As Provided
    • الموضوع:
      2025
    • الرقم المعرف:
      EJ1478482