Literaturnachweis - Detailanzeige
| Autor/inn/en | Hill, Doris Adams; Taylor, Jonte |
|---|---|
| Titel | Significant Outcomes in Case Law in the United States: Autism and IDEA in 2013, Transition Issues and Changes in Diagnostic Evaluation Criteria |
| Quelle | In: Journal of the American Academy of Special Education Professionals, (2017), S.85-102 (18 Seiten)
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2325-7466 |
| Schlagwörter | Evaluation Criteria; Pervasive Developmental Disorders; Autism; Individualized Education Programs; Court Litigation; Clinical Diagnosis; Diagnostic Tests; Asperger Syndrome; Behavior Modification; School Districts; Disabilities; Equal Education; Federal Legislation; Educational Legislation |
| Abstract | The authors examined 85 cases decided in 2013 where the facts centered on violations of the Individuals with Disabilities Education Act (IDEA) and the provision of a Free Appropriate Public Education (FAPE) for students with autism spectrum disorder (ASD). Trends in prevailing party by geographic location, court circuit, gender, and other specifics (including transition and changes in evaluation criteria) are explored and compared to earlier research. Suggestions for educators who provide services for students with ASD are provided as well as free evidence-based resources for professional development. (As Provided). |
| Anmerkungen | American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: editor@aasep.org; Web site: http://www.aasep.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2021/2/06 |
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