A national sample of preschoolers with autism spectrum disorders: Special education services and parent satisfaction
A national sample of preschoolers with autism spectrum disorders: Special education services and parent satisfaction
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DOI：
10.1007/s10803-007-0531-9
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发表时间：
2008-09-01
影响因子：
3.9
通讯作者：
Markowitz, Joy
中科院分区：
文献类型：
--
作者：
Bitterman, Amy;Daley, Tamara C.;Markowitz, Joy
学前教育纵向研究 (PEELS) 调查了 2004 年至 2009 年期间全国代表性样本 3,104 名 3-5 岁残疾儿童的学前班和小学早期经历。本文描述了 186 名患有自闭症谱系障碍 (ASD) 的学前儿童子样本在 2003 年至 2004 年接受的特殊教育和相关服务以及家长对这些服务的满意度。过去的研究和诉讼模式表明，自闭症儿童的父母对其孩子接受的特殊教育和相关服务并不完全满意。在当前的研究中，作者发现自闭症谱系障碍儿童和其他残疾儿童在 IDEA 下接受的服务类型以及家长对这些服务的满意度方面有许多相似之处。尽管如此，在接受的服务数量、患有自闭症谱系障碍的儿童在特殊教育环境中度过的时间以及家长对儿童与正常发展的同龄人相处的时间的满意度方面仍出现了一些显着差异。讨论了家长满意度和社会效度测量的重要性。
The Pre-Elementary Education Longitudinal Study (PEELS) examines the preschool and early elementary school experiences of a nationally representative sample of 3,104 children ages 3-5 with disabilities from 2004 through 2009. This paper describes the special education and related services received by a subsample of 186 preschoolers with autism spectrum disorders (ASD) in 2003-2004 and parental satisfaction with those services. Past research and patterns of litigation suggest that parents of children with ASD are not wholly satisfied with the special education and related services their children receive. In the current study, the authors found many similarities between children with ASD and children with other disabilities in the type of services received under IDEA and in parent satisfaction with these services. Still, some significant differences emerged in the number of services received, the amount of time children with ASD spent in special education settings, and parent satisfaction with the amount of time children spent with typically developing peers. Implications about the importance of parent satisfaction and social validity measures are discussed.