Autism Spectrum Disorder: Public Policy Propositions for Evidence-Based Practices

Autor/inn/en	Nunes, Deborah R. P.; Schmidt, Carlo; Nunes Sobrinho, Francisco de Paula
Titel	Autism Spectrum Disorder: Public Policy Propositions for Evidence-Based Practices
Quelle	In: Education Policy Analysis Archives, 29 (2021) 77, (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Nunes, Deborah R. P.) ORCID (Schmidt, Carlo) ORCID (Nunes Sobrinho, Francisco de Paula)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	Foreign Countries; Autism; Pervasive Developmental Disorders; Evidence Based Practice; Intervention; Educational Practices; Educational Policy; Public Policy; Access to Education; Access to Health Care; Publications; Students with Disabilities; Guides; Brazil + Suchen Sie Ihr Suchwort? Ausland; Autismus; Bildungspraxis; Politics of education; Bildungspolitik; Öffentliche Ordnung; Education; Access; Bildung; Zugang; Bildungszugang; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Handbuch; Leitfaden; Brasilien
Abstract	In recent years, Brazil has registered a significant increase in the incidence rate of individuals diagnosed with autism spectrum disorder (ASD). This phenomenon is accompanied by the growing number of inclusive policies and guidebook for educators and health agents, describing interventional practices that guarantee the education/treatment of these individuals in school and non-school settings. The purpose of this literature review, associated with documentary research, was to analyze reference publications, disseminated by the Ministry of Health and Education, which address interventional practices for individuals with ASD, published in the last 20 years. Results from the six documents identified indicated that the conceptions of ASD, the interventions proposed, as well as the professional profiles of those who work with this population were not always aligned with empirically validated protocols. Alternatives for the production, dissemination, and improvement of evidence-based practices (EBP) for students with ASD are discussed. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01