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Direct linkOliver-Kerrigan, Kelsey A.; Christy, Danielle; Stahmer, Aubyn C. – Education and Training in Autism and Developmental Disabilities, 2021
As the number of students with autism included in general education (GE) increases, researchers highlight the impact of attitudes, knowledge, and experiences of GE teachers on successful inclusion. One way to support teachers is to link evidence-based autism practices to existing training initiatives. Universal Design for Learning (UDL) is an…
Descriptors: Autism, Pervasive Developmental Disorders, General Education, Inclusion
Kurth, Jennifer A.; Mastergeorge, Ann M.; Paschall, Katherine – Education and Training in Autism and Developmental Disabilities, 2016
Educational placement of students with autism is often associated with child factors, such as IQ and communication skills. However, variability in placement patterns across states suggests that other factors are at play. This study used hierarchical cluster analysis techniques to identify demographic, economic, and educational covariates…
Descriptors: Autism, Pervasive Developmental Disorders, Student Placement, Multivariate Analysis
Pennington, Robert; Courtade, Ginevra; Jones Ault, Melinda; Delano, Monica – Education and Training in Autism and Developmental Disabilities, 2016
Despite encouraging changes in the expectations of programming for persons with moderate to severe intellectual disability (MSD), data suggest that programs for these individuals are still lacking in several critical areas. Building administrators play a key role in promoting high quality programs for students with MSD within local schools but may…
Descriptors: Educational Quality, Moderate Intellectual Disability, Severe Intellectual Disability, Administrator Role
