Academic and cognitive profiles of students with autism

Implications for classroom practice and placement

Jennifer A Kurth, Ann M. Mastergeorge

Research output: Contribution to journalArticle

18 Citations (Scopus)

Abstract

The rising incidence of autism and placement in general education necessitates a greater understanding of the impact of educational placement on academic achievement for adolescents with autism. In the present study, the academic profiles of adolescents with autism who have been educated in inclusive and self-contained settings are described using three measures: cognitive assessments, adaptive behavior, and academic achievement. Findings indicate significant between group differences (inclusion versus self-contained) in academic achievement measures. However, there were no significant differences in intelligence or adaptive behavior assessment scores for those adolescents education. Students who were included in general education obtained significantly higher scores on tests of achievement, including subtests measuring abstract and inferential skills; however, all students demonstrated emerging academic skills on standardized measures. The importance of academic inclusion for adolescents with autism is described.

Original languageEnglish (US)
Pages (from-to)8
Number of pages1
JournalInternational Journal of Special Education
Volume25
Issue number2
StatePublished - 2010

Fingerprint

Autistic Disorder
autism
academic achievement
Students
adolescent
classroom
Psychological Adaptation
general education
Education
student
inclusion
Intelligence
intelligence
incidence
Incidence
education
Group

ASJC Scopus subject areas

  • Education
  • Rehabilitation

Cite this

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