Longitudinal Transition Between Regular and Special Education in Autistic Children: Predictors and Policy Effects
Chantal van den Helder1, Rachel Plak2, Martijn Meeter3
1Department of Clinical, Neuro and Developmental Psychology, Faculty of Behavioural and Movement Sciences, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands. g.e.m.van.den.helder@vu.nl.
Journal of Autism and Developmental Disorders
|May 20, 2024
Summary
Inclusive education policies did not increase regular school placements for autistic children. Instead, special school placements slightly decreased, with transitions influenced by child characteristics and policy timing.
Area of Science:
- Pediatrics
- Developmental Psychology
- Education Policy
Background:
- Inclusive education policies aim to integrate children with special educational needs into regular schools.
- The Netherlands introduced an inclusive education policy in 2014, impacting children with autism.
Purpose of the Study:
- To analyze changes in school placement and transitions for autistic children post-2014.
- To investigate the influence of individual child characteristics on these changes.
Main Methods:
- Longitudinal study using data from 2013-2021.
- Involved 1463 autistic children aged 5-16 years.
- Examined school placement trends and transition patterns.
Main Results:
- A slight decrease in regular school placements for autistic children was observed.
- Boys, children with lower intelligence, co-occurring conditions, or behavioral issues were more likely in special schools.
- Transitions varied by age and intelligence; regular-to-special transitions were more common initially post-policy.
Conclusions:
- The inclusive education policy had minimal impact on overall school placement for autistic children.
- The policy may have only delayed a reduction in special school referrals.
- Child characteristics significantly influence school placement decisions and transitions.
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