Identifying the Associated Factors of Mediation and Due Process in Families of Students with Autism Spectrum Disorder

Autor/inn/en	Burke, Meghan M.; Goldman, Samantha E.
Titel	Identifying the Associated Factors of Mediation and Due Process in Families of Students with Autism Spectrum Disorder
Quelle	In: Journal of Autism and Developmental Disorders, 45 (2015) 5, S.1345-1353 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-014-2294-4
Schlagwörter	Autism; Pervasive Developmental Disorders; Civil Rights; Grievance Procedures; Student Characteristics; Individual Characteristics; Parents; Institutional Characteristics; Correlation; National Surveys; Advocacy; Family School Relationship; Family Income; Age Differences; Behavior Problems; Special Schools; Special Classes; Inclusion; Arbitration + Suchen Sie Ihr Suchwort? Autismus; Bürgerrechte; Grundrechte; Zivilrecht; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Eltern; Korrelation; Sozialanwaltschaft; Familieneinkommen; Age; Difference; Age difference; Altersunterschied; Special school; Sonderschule; Special class; Sonderklasse; Inklusion; Streitschlichtung
Abstract	Compared to families of students with other types of disabilities, families of students with autism spectrum disorder (ASD) are significantly more likely to enact their procedural safeguards such as mediation and due process. However, we do not know which school, child, and parent characteristics are associated with the enactment of safeguards. For this study, 507 parents of students with ASD responded to a national web-based survey. Parents who filed for due process or mediation were more likely to advocate for their child, have poor family-school partnerships, and have greater household incomes. Parents were also more likely to utilize their safeguards if their children were older, experiencing more internalizing behaviors, and educated in segregated placements. Implications for research and practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01