Special Education Placement Trends: Least Restrictive Environment Across Five Years in California

Bolourian, Yasamine; Tipton, Leigh Ann; Yassine, Jordan

doi:10.1007/s40688-018-00214-z

Cited by 7 publications

(4 citation statements)

References 26 publications

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“…The South African Schools Act Section 12(4) states, 'where it is reasonably practicable, learners with special educational needs should be admitted to ordinary public schools with relevant educational support'. Placement in least restrict learning environments such as mainstream schools has significant benefits for individuals with ASD including improved communication, social skills, academic achievement and better prospects of employment (Bolourian et al, 2020). Children with ASD should be able to access all types of schools in the province to develop to their full potential.…”

Section: Discussionmentioning

confidence: 99%

Who’s waiting for a school? Rates, socio-demographics, disability and referral profile of children with autism spectrum disorder awaiting school placement in the Western Cape Province of South Africa

Pillay

Duncan

Vries

2022

Autism

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In this study, we examined the demographic, disability, referral and service needs profile of children with autism spectrum disorder waiting for school placement in the Western Cape Province of South Africa and combined our findings with those of a previous study on children with autism spectrum disorder attending schools in the province over the same period of time. In June 2016, there were 744 children with autism spectrum disorder or suspected autism spectrum disorder waiting for an appropriate school placement, 478 children were pre-school age and 266 children were school-going age. Fifty-three percent (53%) of pre-school age children and 38% of school-going age children were reported to be at home and receiving no educational or other intervention while they waited for a school. More than half the children on the waiting list had been waiting for services for more than a year. The combined data on children with autism spectrum disorder in school and waiting for schools showed a total of 1684 known children with autism spectrum disorder in the Western Cape in June 2016, representing less than 0.1% of the childhood population in the province. The results highlight the need for education systems strengthening to accommodate all children with autism spectrum disorder in appropriate educational settings from as early as possible. We propose multi-stakeholder engagement to develop contextually appropriate policies, best practice guidelines and actions for the education of children with autism spectrum disorder in South Africa. Lay abstract In South Africa, there are limited educational opportunities for children with autism spectrum disorder and many children with autism spectrum disorder have to wait for school placement. This study examined the education waiting list for children with autism spectrum disorder in the Western Cape Province of South Africa and reported on the demographic, disability, referral and service provision characteristics of these children. In June 2016, there were 744 children with definite autism spectrum disorder or possible autism spectrum disorder between the ages of 1 and 17 years waiting for school placement. There were children of compulsory school-going age who were reported to be at home and not receiving any intervention while they waited. More than half the children on the waiting list had been waiting for more than a year. We then combined the findings of this study with the findings of a previous study on children with autism spectrum disorder already attending schools in the province over the same period of time. We found a total of 1684 children known to have autism spectrum disorder – this was less than 0.1% of all young people in the province at the time. Between 2012 and 2016, there was a 276% increase in the number of children with autism spectrum disorder waiting for schools in the Western Cape. The results show that education systems in the Western Cape need to be strengthened to accommodate all children with autism spectrum disorder in appropriate education settings from as early as possible. We recommend engaging with different stakeholders to develop policies, best practice guidelines and actions for autism spectrum disorder education in South Africa.

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Section: Discussionmentioning

confidence: 99%

Who’s waiting for a school? Rates, socio-demographics, disability and referral profile of children with autism spectrum disorder awaiting school placement in the Western Cape Province of South Africa

Pillay

Duncan

Vries

2022

Autism

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“…These policies are not without challenges. Indeed, students with ASD have been documented to have the highest number of contested individualized education plans (IEPs) and educational rights litigation [10][11][12][13][14]. Nonetheless, some investigators have reported that the only disability group making progress towards spending more time in general education was students with ASD [15].…”

Section: Educational Issuesmentioning

confidence: 99%

“…Indeed, placement in general education has been shown to be beneficial for many students with ASD [9] and is often preferred by parents, yet, general education teachers receive little specialized training on how to effectively manage students with ASD in the classroom. Moreover, many school districts are unprepared to accommodate such students, as evidenced by the number of legal disputes with families of students with ASD [10]. The purpose of this chapter is to discuss selected recent advances in research on autism in the classroom and educational issues in the context of ASD in the twenty-first century.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Autism in the Classroom: Educational Issues across the Lifespan

Bolourian¹,

Stavropoulos²,

Blacher³

2019

Autism Spectrum Disorders - Advances at the End of the Second Decade of the 21st Century

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This chapter reviews educational strategies and legal policies impacting effective schooling for children, youth, and young adults. Emphasis is on the classroom manifestation of autism spectrum disorder (ASD), and how general education teachers can effectively facilitate learning. Within early school years, the importance of positive student-teacher relationships (STRs) in the face of challenging behaviors is discussed, including ways to build positive STRs. In middle and high school, social relationships serve as protective factors against mental health problems (e.g., depression, anxiety). Literature on this topic, including issues related to bullying, is presented. In postsecondary settings, young adults with ASD continue to have poor outcomes (e.g. loneliness, unemployment); strategies for helping adolescents transition to adulthood is discussed. While there are many other aspects to educational program appropriate for individuals with ASD (e.g., curriculum content), this chapter highlights recent issues that may be informative to a wide audience-school teachers and staff, researchers, and parents.

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Listening to the Perspectives of Autistic Adolescents on Inclusive Education: a Systematic Literature Review

Goldman,

Preece

2023

Rev J Autism Dev Disord

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Special Education Placement Trends: Least Restrictive Environment Across Five Years in California

Cited by 7 publications

References 26 publications

Who’s waiting for a school? Rates, socio-demographics, disability and referral profile of children with autism spectrum disorder awaiting school placement in the Western Cape Province of South Africa

Who’s waiting for a school? Rates, socio-demographics, disability and referral profile of children with autism spectrum disorder awaiting school placement in the Western Cape Province of South Africa

Autism in the Classroom: Educational Issues across the Lifespan

Listening to the Perspectives of Autistic Adolescents on Inclusive Education: a Systematic Literature Review

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