Inclusion of Students with Autism Spectrum Disorders (ASD): What does the Research Say?
In Trends in Identification of Students with ASD, Effective Educational Programs for Students with ASD, and the Rationale for Inclusive Education (2005), Jorgensen, McSheehan, Sonnenmeier, and Nisbet conducted a literature review of effective educational programs for students with Autism Spectrum Disorders (ASD). They identify the following as “essential characteristics of quality educational programs for students with significant disabilities including ASD:
Social equality (Bogdan & Taylor, 1987; Hahn, 1989);
Staff and programs that reflect an understanding of the larger socio-cultural context in which children and families experience ASD and related cultural competence (Lynch & Hanson, 1998);
High expectations for the development of literacy skills and academic achievement (Donnellan, 2000; Rossetti & Tashie, 2002);
Family and consumer participation and self-determination (Turnbull, 2001);
Supporting communication through access to vocabulary, technology, conversational opportunities with a variety of partners, and physical support (Bondy & Frost, 1994; Wetherby & Prizant, 2000);
Natural settings and general education class placement (Jorgensen, 1998; National Research Council, 2001; Nisbet & Hagner, 1987; Noonan & McCormick, 1993);
Interdisciplinary service delivery (Rainforth, York, & McDonald, 1992);
Positive behavioral approaches (Lovett, 1996);
Intentional facilitation of social relationships and community participation (Strain & Danko, 1995; Strully & Strully, 1992); and
Individualized, early, and intensive assessment, instruction, and support (Falvey, 1995; Greenspan, 1999; Guralnick, 1997; Jorgensen, 1998).”
The following are the findings from their research literature review:
Students learn more in inclusive classrooms than in segregated ones;
All students can benefit from being taught academic curriculum content;
Important functional skills can be taught without segregating students with disabilities from typical classmates;
The education of students without disabilities is not adversely affected by the presence of students with disabilities (this is confirmed by a doctoral dissertation based on the study of state test performance of students without disabilities in classrooms with students with disabilities);
Diversity enhances community and improves the educational experience for all students;
IDEA puts a presumptive value on inclusive placements over more restrictive placements; and
There are negative consequences to segregation.
For additional information, see Brief Highlights of Research on Inclusive Education, a paper presented on April 10, 2009, at the Inclusive Education Leadership Summit by the Institute on Disability in Durham, New Hampshire.
Tuesday, February 1, 2011
STATEMENT OF SPAN ON THE PROPOSAL TO ESTABLISH SEPARATE “AUTISM SCHOOLS”
Statewide Parent Advocacy Network, Inc.
SPAN
35 Halsey Street
4th Floor
Newark, NJ 07102
(973) 642-8100
(973) 642-8080 – Fax
E-Mail address: span@spannj.org
Website: www.spannj.org
STATEMENT OF SPAN ON THE PROPOSAL TO ESTABLISH SEPARATE “AUTISM SCHOOLS”
The Statewide Parent Advocacy Network (SPAN) is New Jersey’s federally-designated Parent Training and Information Center and Family to Family Health Information Center for families of children with disabilities and special healthcare needs, including children with autism, and houses the federally-funded State Implementation Grant for Integrated Community-Based Systems for Children with Autism Spectrum Disorders (ASD) and other Developmental Disabilities. Each year, SPAN assists tens of thousands of families to access education, health, and other services for their children. It is based on this experience, our knowledge of the law, and our understanding of the research regarding effective services for children with ASD that SPAN strongly opposes the proposal to establish a segregated school for children with autism in every county, and the decision to authorize a charter for a segregated school for children with autism in Newark.
The Law: The Individuals with Disabilities Education Act (IDEA) and New Jersey special education code require that students with disabilities, including students with ASD, be educated to the maximum extent possible with their non-disabled peers in inclusive settings. Segregation begets segregation, and the establishment of more segregated schools for children with ASD sends a clear message to parents and schools that children with autism can’t be included.
The Data: New Jersey has a higher rate of out-of-district placement of students with disabilities than any other state: 8.7% compared to a national average of just 3%. But this disturbing data is dwarfed by the even greater rate of segregation of students with autism. Almost 30% of New Jersey students with autism are sent to out-of-district programs, compared to a national average of just 8%! SPAN operates a military family support project on the joint base in South Jersey. We frequently hear from military parents that their child with autism was included in every other state in which they lived, but was automatically segregated the minute they moved to New Jersey. Each year, the New Jersey Department of Education must establish goals to decrease the rate of out-of-district placements; establishing a segregated school for students with autism in every county, and opening a segregated charter school for children with autism in Newark, will make our current segregation problem worse. This proposal would reverse recent state efforts to encourage more inclusive services for students with autism, including the awarding of $15 million in grants to 55 school districts in 2007 to establish or expand autism programs in-district. In New Jersey, it is the habit of segregation that is strong, and it is a habit we have to break.
The Educational Impact: Children with autism gain valuable academic and social skills from interacting with their peers without disabilities, as well as closer ties to their communities. Do we want our children with ASD to learn how to navigate and develop relationships with people in their own community, or in a community of strangers? A recent study published in the International Journal of Special Education compared students with autism who were included vs. those who were segregated. Students with autism were not placed in more segregated settings because of their intensive needs. Rather, students who lived in a district with an inclusive philosophy were included, while students who lived in districts with separate programs for students with disabilities were segregated, regardless of their level of need. That same study found that students educated in inclusive settings outperformed students educated in segregated settings in all academic areas.
The Fiscal Impact: As noted by the Coalition for Special Education Funding Reform, of which SPAN is a member, “At a time when the State of New Jersey has cut tens of millions of dollars for special education, we believe it is wholly inappropriate to create or expand public programs – especially those that segregate children. Our state cut so much aid to local districts for special education that the Department of Education had to ask Washington D.C. for a waiver of “maintenance of effort” federal requirements that protect funding for our students with disabilities…The Governor has suggested that creating the autism schools is a cost-saving measure, but there are no data to support this. Special education dollars can be better spent. Rather than promising to open expensive schools which are not needed in New Jersey, we urge improved coordination of services and improved public/private collaboration. The New Jersey Department of Education should facilitate shared special education services, but should not support the proliferation of new, segregated programs.”
SPAN
35 Halsey Street
4th Floor
Newark, NJ 07102
(973) 642-8100
(973) 642-8080 – Fax
E-Mail address: span@spannj.org
Website: www.spannj.org
STATEMENT OF SPAN ON THE PROPOSAL TO ESTABLISH SEPARATE “AUTISM SCHOOLS”
The Statewide Parent Advocacy Network (SPAN) is New Jersey’s federally-designated Parent Training and Information Center and Family to Family Health Information Center for families of children with disabilities and special healthcare needs, including children with autism, and houses the federally-funded State Implementation Grant for Integrated Community-Based Systems for Children with Autism Spectrum Disorders (ASD) and other Developmental Disabilities. Each year, SPAN assists tens of thousands of families to access education, health, and other services for their children. It is based on this experience, our knowledge of the law, and our understanding of the research regarding effective services for children with ASD that SPAN strongly opposes the proposal to establish a segregated school for children with autism in every county, and the decision to authorize a charter for a segregated school for children with autism in Newark.
The Law: The Individuals with Disabilities Education Act (IDEA) and New Jersey special education code require that students with disabilities, including students with ASD, be educated to the maximum extent possible with their non-disabled peers in inclusive settings. Segregation begets segregation, and the establishment of more segregated schools for children with ASD sends a clear message to parents and schools that children with autism can’t be included.
The Data: New Jersey has a higher rate of out-of-district placement of students with disabilities than any other state: 8.7% compared to a national average of just 3%. But this disturbing data is dwarfed by the even greater rate of segregation of students with autism. Almost 30% of New Jersey students with autism are sent to out-of-district programs, compared to a national average of just 8%! SPAN operates a military family support project on the joint base in South Jersey. We frequently hear from military parents that their child with autism was included in every other state in which they lived, but was automatically segregated the minute they moved to New Jersey. Each year, the New Jersey Department of Education must establish goals to decrease the rate of out-of-district placements; establishing a segregated school for students with autism in every county, and opening a segregated charter school for children with autism in Newark, will make our current segregation problem worse. This proposal would reverse recent state efforts to encourage more inclusive services for students with autism, including the awarding of $15 million in grants to 55 school districts in 2007 to establish or expand autism programs in-district. In New Jersey, it is the habit of segregation that is strong, and it is a habit we have to break.
The Educational Impact: Children with autism gain valuable academic and social skills from interacting with their peers without disabilities, as well as closer ties to their communities. Do we want our children with ASD to learn how to navigate and develop relationships with people in their own community, or in a community of strangers? A recent study published in the International Journal of Special Education compared students with autism who were included vs. those who were segregated. Students with autism were not placed in more segregated settings because of their intensive needs. Rather, students who lived in a district with an inclusive philosophy were included, while students who lived in districts with separate programs for students with disabilities were segregated, regardless of their level of need. That same study found that students educated in inclusive settings outperformed students educated in segregated settings in all academic areas.
The Fiscal Impact: As noted by the Coalition for Special Education Funding Reform, of which SPAN is a member, “At a time when the State of New Jersey has cut tens of millions of dollars for special education, we believe it is wholly inappropriate to create or expand public programs – especially those that segregate children. Our state cut so much aid to local districts for special education that the Department of Education had to ask Washington D.C. for a waiver of “maintenance of effort” federal requirements that protect funding for our students with disabilities…The Governor has suggested that creating the autism schools is a cost-saving measure, but there are no data to support this. Special education dollars can be better spent. Rather than promising to open expensive schools which are not needed in New Jersey, we urge improved coordination of services and improved public/private collaboration. The New Jersey Department of Education should facilitate shared special education services, but should not support the proliferation of new, segregated programs.”
Friday, January 7, 2011
Collingswood Public Schools Special Education Community Blog
Hello Collingswood Public Schools Special Education Community! This Blogsite was created to facilitate communication among community members who have a vested interest in the effectiveness of our special education programs in the Collingswood Public School District.
Our goal is to continually learn from one another, and to reach out to others willing to share their knowledge with us. Please help us meet the needs of our children by posting helpful information, links, etc., and providing support to one another through thoughtful and considerate communication. Share your ideas and comments with us, and with each other. Standing together we can all succeed!
We appreciate your thoughts and comments on current issues that are important to special education. In order to have a successful blog, we have set up some ground rules that we ask each participant to follow. First, remember what you write is going to be public knowledge. Use a spell checker. It makes what you post easier to read and reflects well on you, the author. We reserve the right to remove any comment or user from our blogs. When comments are deleted, it’s usually because they violate one or more of the ground rules that follow. Repeated violation of these rules may result in the suspension of your commenting privileges. Ground rules for cpssecommunity blog are as follows:
RESOURCES:
This web address is a resource for students and parents, as well as educators regarding bullying and school violence. You are able to share your experiences and access helpful information. WWW.causes.com/causes/516415
Our goal is to continually learn from one another, and to reach out to others willing to share their knowledge with us. Please help us meet the needs of our children by posting helpful information, links, etc., and providing support to one another through thoughtful and considerate communication. Share your ideas and comments with us, and with each other. Standing together we can all succeed!
We appreciate your thoughts and comments on current issues that are important to special education. In order to have a successful blog, we have set up some ground rules that we ask each participant to follow. First, remember what you write is going to be public knowledge. Use a spell checker. It makes what you post easier to read and reflects well on you, the author. We reserve the right to remove any comment or user from our blogs. When comments are deleted, it’s usually because they violate one or more of the ground rules that follow. Repeated violation of these rules may result in the suspension of your commenting privileges. Ground rules for cpssecommunity blog are as follows:
- Be courteous.
- Include your username and title/position on all postings.
- No obscene, racist or sexually explicit language. Personal attacks are not permitted. We reserve the right to remove comments that are abusive, hateful, or defame or insult anyone.
- No solicitations or advertisements are allowed.
- It is illegal to harass or threaten anyone, or to encourage illegal activity.
- Username may not be offensivein any way. Any such names will be blocked from commenting on our blogs.
- You must have copyright ownership of all material that you post on our blogs. No articles, recipes, song lyrics, art or graphics may be posted without the express written consent of the copyright holder. If you’d like to refer to a news article from another site, include a link to it.
- Respect your privacy and that of others. No posting of phone numbers, addresses, social security numbers or any other private information.
- You take responsibility for comments under your username and use the information provided here at your own risk. We takes no responsibility for the content or opinions posted here.
RESOURCES:
This web address is a resource for students and parents, as well as educators regarding bullying and school violence. You are able to share your experiences and access helpful information. WWW.causes.com/causes/516415
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