Predicting the Frequency and Significance of Social Contacts Across Placements: A Bayesian Multilevel Model Analysis

Jameson, J. Matt; Hicks, Tyler; Lansey, Kirsten R.; Kurth, Jennifer A.; Jackson, Lewis; Zagona, Alison L.; Burnette, Kristin; Agran, Martin; Shogren, Karrie A.; Pace, Jesse R.

doi:10.1177/15407969221136538

Cited by 10 publications

(4 citation statements)

References 35 publications

(55 reference statements)

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“…The mere physical integration of autistic children in mainstream classrooms is widely considered insufficient for a successful educational experience (25,48), but that does not mean that the solution is to place them in a segregated placement. It must move toward ensuring students with ASD are served in inclusive, general education classrooms, where they can access academic instruction, meaningful interactions and relationships with peers, and supplementary aids and services (49)(50)(51).…”

Section: Wwwbiosciencetrendscommentioning

confidence: 99%

Socioeconomic disparities in education placement for children of primary school age with autism spectrum disorder in China

Zhao,

Zhang,

Zheng

2024

BST

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Relatively little is known about education placements for children with autism spectrum disorder (ASD) in China. While disparities in ASD diagnoses and services for the population broadly are often documented, the presence and determinants of differences in the educational placement of ASD children are less studied and understood. By identifying who is likely to be in segregated settings, we can discern how to best support them and facilitate a possible transition to a less restrictive setting. This study describes four placements (regular schools, special schools, institutions, homes) and their influencing factors retrospectively in a large sample (n = 2,190) of Chinese primary school-aged children (6-12 years old). We divided ASD into severe and mild to moderate categories for analysis. Children with ASD were more likely to study in a regular school (48.60%), while 13.88% were in a special school. Children with severe ASD were placed in less regular settings than children with mild to moderate ASD. However, families with higher socioeconomic status (SES) were more likely to place their children in regular schools than lower SES families if their children experienced mild to moderate symptoms. Children with severe ASD were more likely to be placed in expensive institutions for families with higher SES than those with lower SES. SES disparities in educational placement existed and had two manifestations. It is important to characterize educational placements of students with ASD to determine the extent to which they are placed in general education settings, which are often the preferred placement.

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Section: Wwwbiosciencetrendscommentioning

confidence: 99%

Socioeconomic disparities in education placement for children of primary school age with autism spectrum disorder in China

Zhao,

Zhang,

Zheng

2024

BST

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“…Literature from the past 50 years argues that students with ESN should be educated with their peers in inclusive environments (Brown et al, 1976;Brown et al, 1973), culminating in research that suggests that services in inclusive environments lead to more positive outcomes across all domains. For instance, when educated in general education classes, students with ESN have greater academic achievement (Gee et al, 2020), social outcomes (Jameson et al, 2022), post-school outcomes (McConnell et al, 2021), and growth in communication (Gee et al, 2020). In contrast, there are no experimental studies that document better outcomes for students with ESN when they receive services in segregated environments (e.g., self-contained classes; Gee et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Disrupting the System: How Social Systems Perpetuate Educational Segregation of Students with Extensive Support Needs

Lansey

Burnette

Ryndak

2023

IJSE

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Education teams continue to place students with extensive support needs (ESN) in segregated settings despite nearly 50 years of research culminating in the conclusion that students with ESN have better outcomes when educated in general education contexts. This article uses Bronfenbrenner’s ecological systems theory to explain how social systems influence the beliefs, attitudes, and decisions made by education team members about the educational placement of students with ESN. This article describes: (a) Bronfenbrenner’s ecological systems theory to explain how each social system influences decisions made about the educational placement of students with ESN; (b) the history of educational segregation of students with disabilities; (c) macrosystems of education team members and how they perpetuate segregated placement decisions of students with ESN; and (d) actions to disrupt the education system and segregated placement decisions.

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“…In this article, we will first describe the background literature on the importance of inclusion for students with ESN in general education contexts and collaborative teaming. This is important because students with extensive support needs (ESN) have better outcomes across academic, social, and communication domains when educated in general education contexts compared with restrictive educational settings (e.g., Gee et al, 2020; Jameson et al, 2022). Then, we will present a collaborative resource, the 5-15-45 Tool, to support inclusive instruction.…”

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confidence: 99%

Building Collaborative Teams to Include Students With Extensive Support Needs in General Education Contexts

Taub,

Lansey,

Burnette

et al. 2023

Inclusive Practices

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Including students with extensive support needs (ESN) in general education schools and classes across a district and school can be challenging. To be successful and sustainable, students with ESN need education teams with a wide range of expertise and, at minimum, a district-wide system of inclusion. This article demonstrates how one district and their school teams used a scaffolded tool (5-15-45 Tool) and a five-step implementation process to increase the inclusion of students with ESN at the school and district levels. The tool was designed to support collaborative teams to implement evidence-based practices in general education contexts. Using vignettes, completed examples from the 5-15-45 Tool, and an external link to a grade-level lesson, this article illustrates how education teams, schools, and districts can use the 5-15-45 Tool and five-step process to include students with ESN in general education contexts and to enhance inclusive education across a district.

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Predicting the Frequency and Significance of Social Contacts Across Placements: A Bayesian Multilevel Model Analysis

Cited by 10 publications

References 35 publications

Socioeconomic disparities in education placement for children of primary school age with autism spectrum disorder in China

Socioeconomic disparities in education placement for children of primary school age with autism spectrum disorder in China

Disrupting the System: How Social Systems Perpetuate Educational Segregation of Students with Extensive Support Needs

Building Collaborative Teams to Include Students With Extensive Support Needs in General Education Contexts

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