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ERIC Number: EJ890580
Record Type: Journal
Publication Date: 2010
Pages: 7
Abstractor: As Provided
Reference Count: 35
ISBN: N/A
ISSN: ISSN-0827-3383
Academic and Cognitive Profiles of Students with Autism: Implications for Classroom Practice and Placement
Kurth, Jennifer A.; Mastergeorge, Ann M.
International Journal of Special Education, v25 n2 p8-14 2010
The rising incidence of autism and placement in general education necessitates a greater understanding of the impact of educational placement on academic achievement for adolescents with autism. In the present study, the academic profiles of adolescents with autism who have been educated in inclusive and self-contained settings are described using three measures: cognitive assessments, adaptive behavior, and academic achievement. Findings indicate significant between group differences (inclusion versus self-contained) in academic achievement measures. However, there were no significant differences in intelligence or adaptive behavior assessment scores for those adolescents education. Students who were included in general education obtained significantly higher scores on tests of achievement, including subtests measuring abstract and inferential skills; however, all students demonstrated emerging academic skills on standardized measures. The importance of academic inclusion for adolescents with autism is described. (Contains 2 tables.)
International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialeducation.com
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 7; Grade 8; Grade 9; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Vineland Adaptive Behavior Scales; Wechsler Intelligence Scale for Children; Woodcock Johnson Tests of Achievement