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Kim, Hyejung; Baker, Diana – Remedial and Special Education, 2022
This study uses data from the National Longitudinal Transitional Study 2 to examine relationships between expectations about college education and enrollment patterns among students on the autism spectrum. Results reveal that although more than half of the students reported that they were likely to attend college, among their Individualized…
Descriptors: Special Education, Middle School Students, High School Students, Autism Spectrum Disorders
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Karolyn J. Maurer; Alexandra Sturm; Connie Kasari – Remedial and Special Education, 2025
This study used longitudinal special education record data from a large urban southwestern U.S. school district to review classroom placements of students in Grades 5 to 9 educated in traditional public schools (N = 21,314). Results indicated that half of the students were educated primarily in general education classrooms (n = 10,658), 9% of…
Descriptors: Student Placement, Students with Disabilities, Public Schools, Day Schools
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Keen, Deb; Adams, Dawn; Simpson, Kate – International Journal of Inclusive Education, 2023
Academic underachievement, as measured on standardised assessments, is commonly reported among students on the autism spectrum. However, little is known about the factors that predict academic (under)achievement, limiting the development of effective and targeted interventions. This study explored teacher ratings of academic skills and enabling…
Descriptors: Academic Achievement, Underachievement, Teacher Attitudes, Academic Ability