Impact of Setting and Instructional Context for Adolescents With Autism

Abstract

Providing students with autism an appropriate education is a growing challenge. The prevalence of autism is increasing rapidly, with as many as 1 in every 150 children diagnosed with the disorder (Centers for Disease Control and Prevention, 2007). Recent federal mandates hold schools accountable for student achievement in math, language arts, and science, including students with disabilities (No Child Left Behind Act, 2002;Yell, Drasgow, & Lowrey, 2005). In addition, special education law requires that students with disabilities have access to and make progress in the general education (GE) curriculum (Individuals With Disabilities Education Improvement Act, 2004). As a result of these federal mandates, more students with autism and other disabilities are receiving their education in GE settings (U.S. Department of Education, 2008).Yet much remains unknown about how adolescents with autism learn core academic skills in both general and special education settings. In large measure this is because of a notion that academic skill development is less crucial than functional skills curriculum for children with autism (Dunlap, Kern, & Worcester, 2001). Thus, studies of instructional strategies for academic content knowledge for children with autism are sparse. Furthermore, many children with autism are denied access to academic skills because they are perceived to lack the cognitive abilities or readiness skills needed for academic content instruction (Kliewer & Biklen, 2001;Mirenda, 2003). In addition, many children with autism do not follow a typical developmental sequence when developing academic skills, leaving teachers and families to believe that these children will not benefit from academic instruction (Kluth & Darmody-Latham, 2003). Despite these findings, a growing body of research has occurred in academic skill development for students with autism. For example, literacy development in people with autism has received growing research attention (Eikeseth &

The Persistence of Highly Restrictive Special Education Placements for Students With Low-Incidence Disabilities

“…Specifically, students with significant support needs have demonstrated their abilities to learn a variety of academic skills, including mathematics (Browder, Spooner, Ahlgrim-Delzell, Harris, & Wakeman, 2008) and literacy (Browder, Wakeman, Spooner, Ahlgrim-Delzell, & Algozzine, 2006). Furthermore, others have found that individuals with lowincidence disabilities demonstrate improved academic achievement by participation in inclusive programs (Dessemontet, Bless, & Morin, 2012;Kurth & Mastergeorge, 2012). Research has further demonstrated that students with low-incidence disabilities learn communication (Foreman, Arthur-Kelly, Pascoe, & King, 2004), social (Carter & Hughes, 2005;Fisher & Meyer, 2002), and employment skills when fully involved in general education settings (Benz, Lindstrom, & Yovanoff, 2000).…”

Inclusion of Students with Autism Spectrum Disorders

“…When comparing participation in classroom activities, students with ASD were also found to engage in the same ways and at the same level as their peers (Kurth & Mastergeorge, 2012). This may be a good indication of potential for academic growth in the inclusive classroom environment.…”

“…Falkmer et al (2015) discuss several of the contradictions currently indicated in research regarding inclusion for students with ASD. Kurth and Mastergeorge (2012) state that "much remains unknown about how adolescents with autism learn core academic skills in both general and special education settings" (p. 36). Without a deep understanding of how to increase academic achievement for students with ASD (Ferraioli & Harris, 2011;Sansosti & Sansosti, 2012), the argument for educational placement may be premature.…”

Promessas e trajetórias da Educação Inclusiva: notas críticas sobre pesquisas futuras voltadas a uma ideia venerável

“…Acadêmicos e defensores da comunidade de deficiências de baixa prevalência produziram a maior parte do trabalho inicial para justificar a inclusão nos EUA (ex., KUNC, 1992;SAILOR, 1991;KARASOFF, 1993). Estudiosos de deficiências de baixa incidência também produziram uma quantidade razoável de pesquisa qualitativa e de um único tema na área da educação inclusiva (EVANS et al, 1992;GIANGRECO et al, 1993;FARRON-DAVIS, 1992;KOZLESKI;JACKSON, 1993;KURTH;MASTERGEORGE, 2012;SCHNORR, 1990;STAUB et al, 1994). No entanto, a maioria dos estudos sobre educação inclusiva publicados nos últimos 15 anos focalizou em alunos com alta prevalência de incapacidades (BULGREN et al, 2006;KLINGNER;VAUGHN, 1999;McLESKEY et al, 2012).…”