Quality of Educational Programs for Elementary School-Age Students With Autism

Samuel L Odom; Ann M Sam; Brianne Tomaszewski; Ann W Cox

doi:10.1352/1944-7558-127.1.29

Quality of Educational Programs for Elementary School-Age Students With Autism

Am J Intellect Dev Disabil. 2022 Jan 1;127(1):29-41. doi: 10.1352/1944-7558-127.1.29.

Authors

Samuel L Odom¹, Ann M Sam¹, Brianne Tomaszewski², Ann W Cox³

Affiliations

¹ Samuel L. Odom and Ann M. Sam, Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill.
² Brianne Tomaszewski, Department of Psychiatry, University of North Carolina at Chapel Hill.
³ Ann W. Cox, Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill.

PMID: 34979035
DOI: 10.1352/1944-7558-127.1.29

Abstract

The purpose of this study was to assess the quality of educational programs for school-aged children with autism in the United States. Investigators completed the Autism Program Environment Quality Rating Systems-Preschool/Elementary (APERS-PE) in 60 elementary schools enrolling children with autism. The mean total rating scores were near the midpoint rating, indicating schools were providing educational program environments classified as adequate but not of high quality. Domains of the APERS-PE reflecting structural quality tended to be significantly above average and domains reflecting process quality tended to be significantly below average. With a few exceptions, inclusive and special education program did not differ significantly in total program quality ratings and reflected the same pattern of domain quality ratings.

Keywords: autism; program quality; schools.

©AAIDD.

Publication types

Research Support, U.S. Gov't, Non-P.H.S.

MeSH terms

Autistic Disorder*
Child
Child, Preschool
Education, Special
Educational Status
Humans
Schools
Students
United States