School Readiness for Children with Autism Spectrum Disorder: Critical Gaps and Call for Research

Autor/inn/en	Izuno-Garcia, Amy K.; Jellinek, Emily R.; Rosenbrock, Georgina J.; Keller-Margulis, Milena A.; Mire, Sarah S.
Titel	School Readiness for Children with Autism Spectrum Disorder: Critical Gaps and Call for Research
Quelle	In: Focus on Autism and Other Developmental Disabilities, 37 (2022) 1, S.46-55 (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Keller-Margulis, Milena A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-3576
DOI	10.1177/10883576211028206
Schlagwörter	Autism; Pervasive Developmental Disorders; At Risk Students; School Readiness; Research Needs; Early Intervention; Executive Function; Symptoms (Individual Disorders); Cognitive Ability; Social Development; Emotional Development; Language Skills; Literacy; Psychomotor Skills; Physical Development; Student Diversity; Equal Education; Social Justice; Disability Identification; Clinical Diagnosis; Family School Relationship; Professional Personnel; Cooperation + Suchen Sie Ihr Suchwort? Autismus; Readiness for school; School ability; Schulreife; Forschungsbedarf; Psychiatrische Symptomatik; Denkfähigkeit; Soziale Entwicklung; Gefühlsbildung; Language skill; Sprachkompetenz; Alphabetisierung; Schreib- und Lesefähigkeit; Psychomotorische Aktivität; Körperliche Entwicklung; Soziale Gerechtigkeit; Personalbestand; Co-operation; Kooperation
Abstract	Students who enter kindergarten without school readiness skills are more likely to demonstrate academic, behavioral, and social struggles during school. Children with autism spectrum disorder (ASD) are particularly at risk for underdeveloped school readiness skills, which can undermine academic achievement and result in poor long-term outcomes. The purpose of this article is to synthesize literature that aligns with a widely used Office of Head Start's model of school readiness, applied to children with ASD, and to present critical gaps in research and opportunities for practice that may improve school readiness in this population. Research in this area may ultimately help to enhance service delivery that improves preparation for school and, therefore, later academic and long-term life outcomes for students with ASD. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 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: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01