Preschool and Child-Care Expulsion: Is It Elevated for Autistic Children?

Autor/inn/en	Blacher, Jan; Eisenhower, Abbey
Titel	Preschool and Child-Care Expulsion: Is It Elevated for Autistic Children?
Quelle	In: Exceptional Children, 89 (2023) 2, S.178-196 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Blacher, Jan) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
DOI	10.1177/00144029221109234
Schlagwörter	Preschool Children; Expulsion; Child Behavior; Behavior Problems; Child Care; Autism Spectrum Disorders; Teacher Student Relationship; Private Schools; Public Schools; Inclusion; Special Needs Students; School Policy; Diagnostic Tests; Observation; Cognitive Development; Intelligence Tests; Young Children; Measures (Individuals); Rating Scales; California; Autism Diagnostic Observation Schedule; Wechsler Preschool and Primary Scale of Intelligence; Social Responsiveness Scale; Social Skills Improvement System Rating Scales; Student Teacher Relationship Scale + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Relegation; Kinderfürsorge; Kinderbetreuung; Autism; Autismus; Teacher student relationships; Lehrer-Schüler-Beziehung; Private school; Privatschule; Public school; Öffentliche Schule; Inklusion; Sonderpädagogischer Förderbedarf; Schulpolitik; Diagnostic test; Diagnostischer Test; Beobachtung; Kognitive Entwicklung; Intelligence test; Intelligenztest; Frühe Kindheit; Messdaten; Rating-Skala; Kalifornien
Abstract	Viewed through a social justice lens, preschool expulsion is an educational equity issue. This study focused on prior expulsion from preschool and child-care in a longitudinal study of 203 autistic children, ages 4 to 7. By parent report, 16%--one out of six autistic children--had been expelled from a preschool or child-care setting prior to elementary school; average age when expelled was 3.3 years. Expulsion history and reasons for expulsion were determined from parent report. Previously-expelled children went on to experience more conflict and dependency in their current student-teacher relationships. They also experienced greater teacher-reported externalizing symptoms than non-expelled children; these constituted the only child characteristics that distinguished expelled and non-expelled children. Children were more likely to be expelled from private versus public programs, suggesting a particular need for policies and practices supporting inclusion in private settings. Future work that examines contextual factors exacerbating expulsion risk is warranted. [For the corresponding grantee submission, see ED621736.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01