ERIC Number: EJ1202696
Record Type: Journal
Publication Date: 2019-Jan
Abstractor: As Provided
College Students' Evaluations and Reasoning about Exclusion of Students with Autism and Learning Disability: Context and Goals May Matter More than Contact
Bottema-Beutel, Kristen; Kim, So Yoon; Miele, David B.
Journal of Autism and Developmental Disorders, v49 n1 p307-323 Jan 2019
This study used mixed-effects logistic regression to examine undergraduates' (N = 142) evaluations and reasoning about scenarios involving disability-based exclusion. Scenarios varied by disability [autism spectrum disorder (ASD) versus learning disability (LD)], the context of exclusion (classroom versus social), and whether or not a grade was at stake. Participants were more likely to determine exclusion was acceptable if the excluded student had an ASD diagnosis, there was a grade at stake, and it occurred in a classroom. Exclusion was less likely to be considered acceptable in the "no grade" compared to the "grade" conditions for LD students, but remained high in both conditions for autistic students. This study also describes contextual variations in participants' justifications for their evaluations.
Descriptors: Undergraduate Students, Student Attitudes, Autism, Learning Disabilities, Student Evaluation, Pervasive Developmental Disorders, Comparative Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A