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Variables Considered by Educators when Determining Educational Placement for Children with Autism

Musolff, Jennifer A.
http://rave.ohiolink.edu/etdc/view?acc_num=ysu1486114952355454

Abstract Details

2016, Doctor of Education (Educational Leadership), Youngstown State University, Department of Teacher Education and Leadership Studies.
Since 2000, the prevalence of autism has been on the rise, with the most current data from the Centers for Disease Control and Prevention (2016) showing 1 out of 68 children being diagnosed with an autism spectrum disorder. With this growth comes an increase in the number of children served under IDEA in public schools. Educators are required under IDEA to provide children with disabilities a free, appropriate public education in the child’s least restrictive environment. There is a need, now more than ever, for effective and efficient methods of assessing students with autism and ensuring placement in the most appropriate environment to meet their unique and diverse learning needs. This study was designed to contribute to the current literature on assessment variables used to determine educational placement, thus informing educators on proficient means in deciding the most appropriate placement for a child with autism. The first research question investigated the extent children with autism are included in general education classes. The second research question sought out variables used in determining placement. The third question explored the weight each variable has in determining educational placement. The final research question analyzed outside factors and influences that IEP team members take into consideration when they determine educational placement. An online survey consisting of 39 questions was administered to analyze the variables educators in elementary public school buildings use to determine placement for children with autism. The results indicated the most widely used assessments included achievement measures and other measures including social skills assessments and the use of a functional behavior assessment. This study will assist educators with using a variety of assessment procedures when deciding placement for children with autism, helping to ensure the student’s needs are met and learning is maximized.
Karen Larwin, PhD (Advisor)
Charles Vergon, JD (Committee Member)
Kathleen Aspiranti, PhD (Committee Member)
Philip Belfiore, PhD (Committee Member)
141 p.
Behavioral Sciences; Educational Tests and Measurements; Special Education
autism; assessment; least restrictive environment

Recommended Citations

Citations

  • Musolff, J. A. (2016). Variables Considered by Educators when Determining Educational Placement for Children with Autism [Doctoral dissertation, Youngstown State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1486114952355454

    APA Style (7th edition)

  • Musolff, Jennifer. Variables Considered by Educators when Determining Educational Placement for Children with Autism. 2016. Youngstown State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ysu1486114952355454.

    MLA Style (8th edition)

  • Musolff, Jennifer. "Variables Considered by Educators when Determining Educational Placement for Children with Autism." Doctoral dissertation, Youngstown State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1486114952355454

    Chicago Manual of Style (17th edition)

ysu1486114952355454
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© 2016, all rights reserved.
This open access ETD is published by Youngstown State University and OhioLINK.