针对自闭症青少年的个性化教育计划和过渡规划
Michelle M Hughes1, Anne V Kirby2, John Davis3
1National Center on Birth Defects and Developmental Disabilities, Centers for Disease Control and Prevention, Atlanta, Georgia.
Pediatrics
|June 22, 2023
概括
大多数患有自闭症谱系障碍 (ASD) 的青少年有个性化教育计划 (IEP) 过渡计划. 然而,在中学后的目标和服务方面存在差异,特别是对于智力障碍者和黑人青年而言,这凸显了需要公平的过渡规划的需要.
科学领域:
- 发展心理学 发展心理学
- 特殊教育 特殊教育
- 公共卫生 公共卫生
背景情况:
- 个性化教育计划 (IEP) 对残疾学生至关重要.
- 对患有自闭症谱系障碍 (ASD) 的青少年进行中学后过渡规划需要仔细检查.
- 了解教育服务中的差异对于公平的结果至关重要.
研究的目的:
- 分析ASD青少年的IEP的内容.
- 调查IEP中的中学后过渡目标和服务.
- 随着时间的推移,跟踪ASD特殊教育分类中的变化.
主要方法:
- 纵向基于人口的监测队列 (2002-2018).
- 利用自闭症发育障碍监测网络的数据.
- 包括322名患有自闭症的青少年 (2002年出生) 与15-16岁的IEP.
主要成果:
- 92%的自闭症青少年有IEP与过渡计划.
- 没有智力障碍 (ID) 的青少年有更多的中学后教育/就业目标.
- 报告指出,在获得心理健康服务方面存在显著差异,没有黑人青少年获得这些服务;15%的ID患者获得了服务,而34%的ID患者没有.
- 自闭症分类从8岁时的44%增加到16岁时的62%,从8岁时的44%增加到16岁时的62%.
结论:
- 确定了ASD青少年在学校基础的中学后过渡计划中的差距和差异.
- 与教育伙伴,家庭和青少年的合作是必不可少的.
- 应对挑战和实施支持可以提高ASD过渡规划中的公平性和质量.
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