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ERIC Number: EJ1013682
Record Type: Journal
Publication Date: 2013
Pages: 15
Abstractor: As Provided
ISSN: ISSN-0827-3383
The Comparison of Special Education between Thailand and the United States: Inclusion and Support for Children with Autism Spectrum Disorder
Hill, Doris Adams; Sukbunpant, Sasipin
International Journal of Special Education, v28 n1 p120-134 2013
The history of special education in the United States and Thailand has followed a similar path in many ways. Both countries made compulsory education mandatory to move in a positive direction in providing special education services to children with disabilities including the provision of services for children with ASD or Autism. In Thailand, monitoring of compliance with disability law, and negative attitudes by society overall toward individuals with disabilities hamper enforcement of law, distribution of resources, family involvement, and access to individualized education programs and inclusion of students with disabilities. While effective treatments for autism have been documented in the US, this knowledge and training on effective interventions is often not filtered to more rural US schools or outside US borders. Increased collaborations within and between countries to increase knowledge and expertise is recommended. Research based interventions should be taught and implemented in countries such as Thailand and other nations. (Contains 5 tables.)
International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Thailand; United States
Identifiers - Laws, Policies, & Programs: Board of Education v Rowley; Brown v Board of Education; Education for All Handicapped Children Act; Individuals with Disabilities Education Act; Individuals with Disabilities Education Improvement Act 2004; No Child Left Behind Act 2001
Grant or Contract Numbers: N/A