The Impact of Funding Models on the Education of Students with Autism Spectrum Disorder

Autor/inn/en	Sharma, Umesh; Furlonger, Brett; Forlin, Chris
Titel	The Impact of Funding Models on the Education of Students with Autism Spectrum Disorder
Quelle	In: Australasian Journal of Special and Inclusive Education, 43 (2019) 1, S.1-11 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2515-0731
Schlagwörter	Instructional Effectiveness; Funding Formulas; Educational Finance; Models; Students; Autism; Pervasive Developmental Disorders; Inclusion; Best Practices + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Funding; Finanzierung; Bildungsfonds; Analogiemodell; Student; Schüler; Schülerin; Studentin; Autismus; Inklusion
Abstract	Currently, there is no consensus as how best to fund inclusive education for students with autism spectrum disorder. In this narrative review, we examined a range of funding models internationally in an attempt to identify the range of best practices for resourcing inclusive education. Three databases were searched along with various policy documents to identify the range of existing funding models. Three models of input, throughput, and output funding were identified from which 7 key considerations were extrapolated to provide what was expected to be relevant information to policymakers, researchers, and educators seeking to discover effective ways to fund inclusive education for students with autism spectrum disorder. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01