Literaturnachweis - Detailanzeige
Autor/inn/en | Blacher, Jan; Eisenhower, Abbey |
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Titel | Preschool and Child-Care Expulsion: Is It Elevated for Autistic Children? |
Quelle | In: Exceptional Children, 89 (2023) 2, S.178-196 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Blacher, Jan) Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0014-4029 |
DOI | 10.1177/00144029221109234 |
Schlagwörter | Preschool Children; Expulsion; Child Behavior; Behavior Problems; Child Care; Autism Spectrum Disorders; Teacher Student Relationship; Private Schools; Public Schools; Inclusion; Special Needs Students; School Policy; Diagnostic Tests; Observation; Cognitive Development; Intelligence Tests; Young Children; Measures (Individuals); Rating Scales; California; Autism Diagnostic Observation Schedule; Wechsler Preschool and Primary Scale of Intelligence; Social Responsiveness Scale; Social Skills Improvement System Rating Scales; Student Teacher Relationship Scale Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Relegation; Kinderfürsorge; Kinderbetreuung; Autism; Autismus; Teacher student relationships; Lehrer-Schüler-Beziehung; Private school; Privatschule; Public school; Öffentliche Schule; Inklusion; Sonderpädagogischer Förderbedarf; Schulpolitik; Diagnostic test; Diagnostischer Test; Beobachtung; Kognitive Entwicklung; Intelligence test; Intelligenztest; Frühe Kindheit; Messdaten; Rating-Skala; Kalifornien |
Abstract | Viewed through a social justice lens, preschool expulsion is an educational equity issue. This study focused on prior expulsion from preschool and child-care in a longitudinal study of 203 autistic children, ages 4 to 7. By parent report, 16%--one out of six autistic children--had been expelled from a preschool or child-care setting prior to elementary school; average age when expelled was 3.3 years. Expulsion history and reasons for expulsion were determined from parent report. Previously-expelled children went on to experience more conflict and dependency in their current student-teacher relationships. They also experienced greater teacher-reported externalizing symptoms than non-expelled children; these constituted the only child characteristics that distinguished expelled and non-expelled children. Children were more likely to be expelled from private versus public programs, suggesting a particular need for policies and practices supporting inclusion in private settings. Future work that examines contextual factors exacerbating expulsion risk is warranted. [For the corresponding grantee submission, see ED621736.] (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |