School Inclusion in Children and Adolescents with Autism Spectrum Disorders in France: Report from the ELENA French Cohort Study
Children and adolescents with ASD are increasingly included in regular school settings, however little is known about how placement decisions are made. In the present study, we examined the types and duration of school attendance among children and adolescents in the ELENA Cohort, a multi-center stu...
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| Veröffentlicht in: | Journal of autism and developmental disorders 2020-02, Vol.50 (2), p.455-466 |
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| container_title | Journal of autism and developmental disorders |
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| creator | Rattaz, Cécile Munir, Kerim Michelon, Cécile Picot, Marie-Christine Baghdadli, Amaria |
| description | Children and adolescents with ASD are increasingly included in regular school settings, however little is known about how placement decisions are made. In the present study, we examined the types and duration of school attendance among children and adolescents in the ELENA Cohort, a multi-center study of children and adolescents with ASD, ages 2–16 years, in France. Results showed that 88% of subjects were attending school and that children and adolescents with more severe adaptive and cognitive deficits were less likely to attend school. The results provide a topography on school inclusion and ASD in France. Challenging behaviors and sensory processing difficulties were associated with partial-inclusion; and co-occurring anxiety symptoms were associated with inclusion on a full-time basis. |
| doi_str_mv | 10.1007/s10803-019-04273-w |
| format | Article |
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In the present study, we examined the types and duration of school attendance among children and adolescents in the ELENA Cohort, a multi-center study of children and adolescents with ASD, ages 2–16 years, in France. Results showed that 88% of subjects were attending school and that children and adolescents with more severe adaptive and cognitive deficits were less likely to attend school. The results provide a topography on school inclusion and ASD in France. 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In the present study, we examined the types and duration of school attendance among children and adolescents in the ELENA Cohort, a multi-center study of children and adolescents with ASD, ages 2–16 years, in France. Results showed that 88% of subjects were attending school and that children and adolescents with more severe adaptive and cognitive deficits were less likely to attend school. The results provide a topography on school inclusion and ASD in France. 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| ispartof | Journal of autism and developmental disorders, 2020-02, Vol.50 (2), p.455-466 |
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| language | eng |
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| source | Applied Social Sciences Index & Abstracts (ASSIA); Education Source; Springer Nature - Complete Springer Journals |
| subjects | Adaptation, Psychological Adolescent Adolescents Anxiety Anxiety Disorders Attendance Autism Autism Spectrum Disorder Autistic adolescents Autistic children Behavior Problems Behavioral Science and Psychology Child Child and School Psychology Child, Preschool Children Cognition Cognitive ability Cognitive impairment Cognitive science Cohort Analysis Comorbidity Education Education, Special Female Foreign Countries France Human health and pathology Humanities and Social Sciences Humans Inclusion Information processing Life Sciences Male Mathematics Multicenter studies Neurosciences Original Paper Pediatrics Pervasive Developmental Disorders Psychology Public Health School attendance Sensory Integration Sensory processes Severe Disabilities Statistics Student Placement Students with Disabilities Symptoms (Individual Disorders) Teenagers Topography |
| title | School Inclusion in Children and Adolescents with Autism Spectrum Disorders in France: Report from the ELENA French Cohort Study |
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