Developmental Follow-Up of Children with Autism Spectrum Disorder Enrolled in Inclusive Units in France: Outcomes and Correlates of Change

Autor/inn/en	Briet, Gaëtan; Le Maner-Idrissi, Gaïd; Seveno, Tanguy; Lemarec, Oliver; Le Sourn-Bissaoui, Sandrine
Titel	Developmental Follow-Up of Children with Autism Spectrum Disorder Enrolled in Inclusive Units in France: Outcomes and Correlates of Change
Quelle	In: International Journal of Disability, Development and Education, 70 (2023) 5, S.604-624 (21 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Le Sourn-Bissaoui, Sandrine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1034-912X
DOI	10.1080/1034912X.2021.1921123
Schlagwörter	Autism Spectrum Disorders; Students with Disabilities; Inclusion; Foreign Countries; Cognitive Development; Communication Skills; Program Effectiveness; Age Differences; Symptoms (Individual Disorders); Language Skills; Perceptual Development; Nonverbal Ability; Correlation; Young Children; Expressive Language; France + Suchen Sie Ihr Suchwort? Autism; Autismus; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Inklusion; Ausland; Kognitive Entwicklung; Kommunikationsstil; Age; Difference; Age difference; Altersunterschied; Psychiatrische Symptomatik; Language skill; Sprachkompetenz; Wahrnehmungsentwicklung; Korrelation; Frühe Kindheit; Frankreich
Abstract	The recent introduction of inclusive schooling settings in France has allowed children with autism spectrum disorder (ASD) as young as 3 years to benefit from teaching adapted to their special needs, while sharing the same educational environment as their typical peers. The present study examined (1) whether children with ASD attending an inclusive unit exhibit significant gains in cognitive and communicative skills, and (2) whether chronological age, autistic symptoms, sensory processing, language abilities, and nonverbal intellectual functioning are associated with these gains. Outcome measures, repeated every 8 months during two years included standardized assessments of cognitive and communicative development. Results indicated that children make significant progresses both in cognitive and communicative domain, although the pace of development varied from one child to another. Nonverbal intellectual functioning, chronological age and language abilities are significantly correlated with gains made by children in two years. The implications of these encouraging initial results and their limitations are discussed from the perspective of ensuring the best educational opportunities and wellbeing of children with ASD in inclusive early school settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01