NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1111972
Record Type: Journal
Publication Date: 2016
Pages: 19
Abstractor: As Provided
ISSN: ISSN-1360-3116
To the Maximum Extent Appropriate: Determining Success and the Least Restrictive Environment for a Student with Autism Spectrum Disorder
McCloskey, Erin
International Journal of Inclusive Education, v20 n11 p1204-1222 2016
This case study uses an institutional ethnography approach to investigate the experiences of the parents of a son who has autism spectrum disorder (ASD) as they engaged in meetings related to his progress and placement with school personnel over the course of one school year. Through an analysis of the discourse used in these meetings and documents generated by the district and the parents, the researcher highlights how administrators managed and controlled meetings and decision-making when there was disagreement over the least restrictive environment for this child. Analyses of these meetings show how the structure and wording of behavioural plans and other formal documents reinforce common stereotypes about children with ASD -- even when information is presented to suggest that such stereotypes are incorrect.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Education for All Handicapped Children Act
Grant or Contract Numbers: N/A