Margaret Schneider, Vanessa C. Fong, Janet McLaughlin
{"title":"“Being Integrated Does Not Mean Being Included”: What Factors Contribute to School Exclusion for Autistic Children?","authors":"Margaret Schneider, Vanessa C. Fong, Janet McLaughlin","doi":"10.1002/aur.70088","DOIUrl":null,"url":null,"abstract":"<p>Autistic students face a heightened risk of exclusion from school and related activities, yet the factors contributing to this issue remain poorly understood. To address this gap, the current study took place in Ontario, Canada's largest province, where diverse populations and varied inclusive education policies create unique challenges. The study had two primary objectives: (1) to examine the relationship between parent satisfaction with the individual education plan (IEP) process and school exclusion, and (2) to identify key factors parents perceive as predictors of school exclusion in their autistic children. A total of 412 caregivers from Ontario completed an online survey, available in English and French, between April and July 2018. Quantitative analysis revealed that greater satisfaction with the IEP process was associated with a lower likelihood of school exclusion (<i>b</i> = −0.297, OR = 0.743, <i>p</i> < 0.001). Qualitative analysis of open-ended responses identified two primary contributors to exclusion: bullying by peers and inadequate training and support for school staff. These findings highlight the need for improved supports in educational settings, including comprehensive anti-bullying initiatives, stronger collaboration with parents in the development of IEPs, greater accountability in ensuring that IEPs are properly implemented, a more inclusive approach to meeting student needs, and increased funding for support staff. Addressing these areas could help reduce the risk of exclusion and foster a more equitable learning environment for autistic students.</p>","PeriodicalId":131,"journal":{"name":"Autism Research","volume":"18 9","pages":"1851-1860"},"PeriodicalIF":5.6000,"publicationDate":"2025-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12442517/pdf/","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Autism Research","FirstCategoryId":"3","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1002/aur.70088","RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"BEHAVIORAL SCIENCES","Score":null,"Total":0}
引用次数: 0
Abstract
Autistic students face a heightened risk of exclusion from school and related activities, yet the factors contributing to this issue remain poorly understood. To address this gap, the current study took place in Ontario, Canada's largest province, where diverse populations and varied inclusive education policies create unique challenges. The study had two primary objectives: (1) to examine the relationship between parent satisfaction with the individual education plan (IEP) process and school exclusion, and (2) to identify key factors parents perceive as predictors of school exclusion in their autistic children. A total of 412 caregivers from Ontario completed an online survey, available in English and French, between April and July 2018. Quantitative analysis revealed that greater satisfaction with the IEP process was associated with a lower likelihood of school exclusion (b = −0.297, OR = 0.743, p < 0.001). Qualitative analysis of open-ended responses identified two primary contributors to exclusion: bullying by peers and inadequate training and support for school staff. These findings highlight the need for improved supports in educational settings, including comprehensive anti-bullying initiatives, stronger collaboration with parents in the development of IEPs, greater accountability in ensuring that IEPs are properly implemented, a more inclusive approach to meeting student needs, and increased funding for support staff. Addressing these areas could help reduce the risk of exclusion and foster a more equitable learning environment for autistic students.
自闭症学生面临着被学校和相关活动排斥的更高风险,然而导致这一问题的因素仍然知之甚少。为了解决这一差距,目前的研究在加拿大最大的省份安大略省进行,那里不同的人口和不同的包容性教育政策带来了独特的挑战。本研究有两个主要目的:(1)研究家长对个别教育计划(IEP)过程的满意度与学校排斥之间的关系;(2)确定家长认为自闭症儿童学校排斥的关键因素。2018年4月至7月期间,安大略省共有412名护理人员完成了一项在线调查,以英语和法语提供。定量分析显示,对IEP过程的满意度越高,学校排斥的可能性越低(b = -0.297, OR = 0.743, p
期刊介绍:
AUTISM RESEARCH will cover the developmental disorders known as Pervasive Developmental Disorders (or autism spectrum disorders – ASDs). The Journal focuses on basic genetic, neurobiological and psychological mechanisms and how these influence developmental processes in ASDs.