Special Education Services Received by Students With Autism Spectrum Disorders From Preschool Through High School
Special Education Services Received by Students With Autism Spectrum Disorders From Preschool Through High School
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DOI：
10.1177/0022466913483576
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发表时间：
2014-11-01
影响因子：
2
通讯作者：
Yu, Jennifer W.
中科院分区：
文献类型：
--
作者：
Wei, Xin;Wagner, Mary;Yu, Jennifer W.
关于自闭症谱系障碍（ASD）学生接受的特殊教育服务如何因年龄、残疾严重程度和人口统计学特征而异，人们知之甚少。使用三个国家的数据集，学前教育纵向研究，特殊教育小学纵向研究和国家纵向过渡研究-2，本研究探讨了从学前班到高中的自闭症学生接受特殊教育服务的年龄趋势。患有自闭症的小学生接受适应性体育教育，专业计算机软件或硬件以及特殊交通的几率更高，但接受学习策略/学习技能支持的几率低于学龄前同龄人。中学生接受言语/语言或职业治疗和行为管理计划的几率较低，但接受心理健康或社会工作服务的几率高于小学生。残疾严重程度和人口统计学特征与特殊教育服务接受率的差异相关。
Little is known about how special education services received by students with Autism Spectrum Disorders (ASDs) differ by age, disability severity, and demographic characteristics. Using three national data sets, the Pre-Elementary Education Longitudinal Study, the Special Education Elementary Longitudinal Study, and the National Longitudinal Transition Study-2, this study examined the age trends in special education services received by students with ASDs from preschool through high school. Elementary school students with ASDs had higher odds of receiving adaptive physical education, specialized computer software or hardware, and special transportation, but lower odds of receiving learning strategies/study skills support than their preschool peers. Secondary school students had lower odds of receiving speech/language or occupational therapy and of having a behavior management program, but higher odds of receiving mental health or social work services than their elementary school peers. Disability severity and demographic characteristics were associated with differences in special education service receipt rates.