Wei Xin, Wagner Mary, Christiano Elizabeth R A, Shattuck Paul, Yu Jennifer W
Center for Education and Human Services, SRI International, 333 Ravenswood Avenue, BS169, Menlo Park, CA 94025-3493.
Center for Education and Human Services, SRI International, 333 Ravenswood Avenue, BS 154, Menlo Park, CA 94025-3493.
J Spec Educ. 2014 Nov;48(3):167-179. doi: 10.1177/0022466913483576.
Little is known about how special education services received by students with Autism Spectrum Disorders (ASDs) differ by age, disability severity, and demographic characteristics. Using three national datasets, the Pre-Elementary Education Longitudinal Study (PEELS), the Special Education Elementary Longitudinal Study (SEELS), and the National Longitudinal Transition Study-2 (NLTS2), this study examined the age trends in special education services received by students with ASDs from preschool through high school. Elementary-school students with ASDs had higher odds of receiving adaptive physical education, specialized computer software or hardware, and special transportation, but lower odds of receiving learning strategies/study skills support than their preschool peers. Secondary-school students had lower odds of receiving speech/language or occupational therapy and of having a behavior management program, but higher odds of receiving mental health or social work services than their elementary-school peers. Both disability severity and demographic characteristics were associated with differences in special education service receipt rates.
关于自闭症谱系障碍（ASD）学生所接受的特殊教育服务如何因年龄、残疾严重程度和人口特征而有所不同，目前所知甚少。本研究使用了三个全国性数据集，即学前教育纵向研究（PEELS）、特殊教育小学纵向研究（SEELS）和全国纵向过渡研究-2（NLTS2），考察了患有ASD的学生从学前班到高中所接受的特殊教育服务的年龄趋势。患有ASD的小学生接受适应性体育教育、专用计算机软件或硬件以及特殊交通服务的几率较高，但接受学习策略/学习技能支持的几率低于他们的学前班同龄人。中学生接受言语/语言或职业治疗以及拥有行为管理计划的几率较低，但接受心理健康或社会工作服务的几率高于他们的小学同龄人。残疾严重程度和人口特征都与特殊教育服务接受率的差异有关。
