Academic and Cognitive Profiles of Students with Autism: Implications for Classroom Practice and Placement

Autor/inn/en	Kurth, Jennifer A.; Mastergeorge, Ann M.
Titel	Academic and Cognitive Profiles of Students with Autism: Implications for Classroom Practice and Placement
Quelle	In: International Journal of Special Education, 25 (2010) 2, S.8-14 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0827-3383
Schlagwörter	Autism; Academic Achievement; Adolescents; Adjustment (to Environment); Profiles; Student Characteristics; Classroom Techniques; Student Placement; Mainstreaming; Inclusive Schools; Student Adjustment; Student Behavior; Academic Ability; Self Contained Classrooms; Comparative Analysis; Junior High School Students; Vineland Adaptive Behavior Scales; Wechsler Intelligence Scale for Children; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Autismus; Schulleistung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Charakterisierung; Profilanalyse; Klassenführung; Schülerpraktikum; Inclusive school; Integrative Schule; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Student behaviour; Schülerverhalten; Junior High Schools; Sekundarstufe I
Abstract	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.) (As Provided).
Anmerkungen	International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialeducation.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10