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ERIC Number: EJ1042096
Record Type: Journal
Publication Date: 2014-Nov
Pages: 13
Abstractor: As Provided
Reference Count: 33
ISBN: N/A
ISSN: ISSN-0022-4669
Special Education Services Received by Students with Autism Spectrum Disorders from Preschool through High School
Wei, Xin; Wagner, Mary; Christiano, Elizabeth R. A.; Shattuck, Paul; Yu, Jennifer W.
Journal of Special Education, v48 n3 p167-179 Nov 2014
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.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Secondary Education; Preschool Education; Early Childhood Education; High Schools
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED); National Science Foundation; National Institute of Mental Health (DHHS)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: National Longitudinal Transition Study of Special Education Students
IES Funded: Yes
Grant or Contract Numbers: R324A120012; HRD-1130088; R01MH086489