College Students' Evaluations and Reasoning about Exclusion of Students with Autism and Learning Disability: Context and Goals May Matter More than Contact

Autor/inn/en	Bottema-Beutel, Kristen; Kim, So Yoon; Miele, David B.
Titel	College Students' Evaluations and Reasoning about Exclusion of Students with Autism and Learning Disability: Context and Goals May Matter More than Contact
Quelle	In: Journal of Autism and Developmental Disorders, 49 (2019) 1, S.307-323 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bottema-Beutel, Kristen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-018-3769-5
Schlagwörter	Undergraduate Students; Student Attitudes; Autism; Learning Disabilities; Student Evaluation; Pervasive Developmental Disorders; Comparative Analysis + Suchen Sie Ihr Suchwort? Schülerverhalten; Autismus; Learning handicap; Lernbehinderung; Schulnote; Studentische Bewertung
Abstract	This study used mixed-effects logistic regression to examine undergraduates' (N = 142) evaluations and reasoning about scenarios involving disability-based exclusion. Scenarios varied by disability [autism spectrum disorder (ASD) versus learning disability (LD)], the context of exclusion (classroom versus social), and whether or not a grade was at stake. Participants were more likely to determine exclusion was acceptable if the excluded student had an ASD diagnosis, there was a grade at stake, and it occurred in a classroom. Exclusion was less likely to be considered acceptable in the "no grade" compared to the "grade" conditions for LD students, but remained high in both conditions for autistic students. This study also describes contextual variations in participants' justifications for their evaluations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01