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Bowden N, Gibb S, Audas R, Clendon S, Dacombe J, Kokaua J, Milne BJ, Mujoo H, Murray SW, Smiler K, Stace H, van der Meer L, Taylor BJ. Association Between High-Need Education-Based Funding and School Suspension Rates for Autistic Students in New Zealand. JAMA Pediatr 2022; 176:664-671. [PMID: 35576000 PMCID: PMC9112133 DOI: 10.1001/jamapediatrics.2022.1296] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/14/2022]
Abstract
IMPORTANCE Autistic students often experience poor educational outcomes that have implications for later life, including unemployment, interactions with the criminal justice system, increased risk for substance abuse, and low socioeconomic status. Improving educational outcomes is critical for ensuring that autistic young people can reach their potential. OBJECTIVE To quantify differences in suspension rates between autistic and nonautistic students and to assess whether high-need education-based funding for autistic students is associated with reduced rates of school suspension. DESIGN, SETTING, AND PARTICIPANTS This national cohort study used linked health and education data from New Zealand's Integrated Data Infrastructure. Data were obtained for students aged 5 to 16 years from January 1 to December 31, 2018, and analyzed July 7, 2021, to January 1, 2022. A novel case identification method was used to identify autistic students. EXPOSURES High-need education-based funding (Ongoing Resourcing Scheme [ORS]) obtained before 2019. MAIN OUTCOMES AND MEASURES Rates of suspension from school. Crude and adjusted analyses of the association between suspension rates and autism among the full population with adjustment made for sociodemographic characteristics (sex, age, ethnicity, deprivation, and urban or rural profile of residence) were conducted using complete-case, 2-level random intercept logistic multivariable regressions. To assess the association between ORS funding and suspension, analysis was restricted to autistic students. RESULTS Of the 736 911 students in the study population, 9741 (1.3%) were identified as autistic (median [SD] age, 10 [3.2] years; 7710 [79.1%] boys), and 727 170 (98.7%) as nonautistic (median [SD] age, 10 [3.4] years; 369 777 [50.9%] boys). School suspension was experienced by 504 autistic students (5.2%) and 13 845 nonautistic students (1.9%). After adjustment for demographic characteristics, autistic students had significantly higher odds of suspension than their nonautistic peers (adjusted odds ratio, 2.81; 95% CI, 2.55-3.11). Of the 9741 autistic students, 2895 (29.7%) received high-need education-based (ORS) funding. Suspensions were experienced by 57 autistic students (2.0%) with high-need funding and 447 autistic students (6.5%) without high-need funding. After adjustment for demographic characteristics, co-occurring conditions, and level of disability support need, autistic students with high-need funding had significantly lower odds of suspension than autistic students without high-need funding (adjusted odds ratio, 0.29; 95% CI, 0.21-0.40). CONCLUSIONS AND RELEVANCE In this cohort study, the findings of disparities in suspension rates between autistic and nonautistic students underscore the challenges faced in providing inclusive education for all young people, regardless of disability status. This study found that high-need funding was associated with reduced suspension rates among autistic students, suggesting that if appropriate supports are afforded to autistic students, a more inclusive education can be provided.
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Affiliation(s)
- Nicholas Bowden
- A Better Start National Science Challenge, Auckland, New Zealand,Department of Women’s and Children’s Health, University of Otago, Dunedin, New Zealand
| | - Sheree Gibb
- A Better Start National Science Challenge, Auckland, New Zealand,Department of Public Health, University of Otago Wellington, Wellington, New Zealand
| | - Richard Audas
- A Better Start National Science Challenge, Auckland, New Zealand,Department of Women’s and Children’s Health, University of Otago, Dunedin, New Zealand
| | - Sally Clendon
- Institute of Education, Massey University, Auckland, New Zealand
| | - Joanne Dacombe
- Department of Women’s and Children’s Health, University of Otago, Dunedin, New Zealand,Autism New Zealand, Wellington, New Zealand
| | - Jesse Kokaua
- A Better Start National Science Challenge, Auckland, New Zealand,Va’a O Tautai, Centre for Pacific Health, Division of Health Sciences, University of Otago, Dunedin, New Zealand
| | - Barry J. Milne
- A Better Start National Science Challenge, Auckland, New Zealand,Centre of Methods and Policy Application in the Social Sciences, Faculty of Arts, University of Auckland, Auckland, New Zealand,School of Social Sciences, Faculty of Arts, University of Auckland, Auckland, New Zealand
| | - Himang Mujoo
- Department of Women’s and Children’s Health, University of Otago, Dunedin, New Zealand
| | | | - Kirsten Smiler
- School of Health, Victoria University of Wellington, Wellington, New Zealand
| | - Hilary Stace
- Health Services Research Centre, Victoria University of Wellington, Wellington, New Zealand
| | - Larah van der Meer
- Autism New Zealand, Wellington, New Zealand,Faculty of Education, Victoria University of Wellington, Wellington, New Zealand
| | - Barry James Taylor
- A Better Start National Science Challenge, Auckland, New Zealand,Department of Women’s and Children’s Health, University of Otago, Dunedin, New Zealand
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Petersson-Bloom L, Holmqvist M. Strategies in supporting inclusive education for autistic students-A systematic review of qualitative research results. AUTISM & DEVELOPMENTAL LANGUAGE IMPAIRMENTS 2022; 7:23969415221123429. [PMID: 36382073 PMCID: PMC9620685 DOI: 10.1177/23969415221123429] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Indexed: 06/16/2023]
Abstract
BACKGROUND AND AIM Strategies to modify and adjust the educational setting in mainstream education for autistic students are under-researched. Hence, this review aims to identify qualitative research results of adaptation and modification strategies to support inclusive education for autistic students at school and classroom levels. METHOD In this systematic review, four databases were searched. Following the preferred PRISMA approach, 108 studies met the inclusion criteria, and study characteristics were reported. Synthesis of key findings from included studies was conducted to provide a more comprehensive and holistic understanding. MAIN CONTRIBUTION This article provides insights into a complex area via aggregating findings from qualitative research a comprehensive understanding of the phenomena is presented. The results of the qualitative analysis indicate a focus on teachers' attitudes and students' social skills in research. Only 16 studies were at the classroom level, 89 were at the school level, and three studies were not categorized at either classroom or school level. A research gap was identified regarding studies focusing on the perspectives of autistic students, environmental adaptations to meet the students' sensitivity difficulties, and how to enhance the students' inclusion regarding content taught and knowledge development from a didactic perspective. CONCLUSIONS AND IMPLICATIONS Professional development that includes autism-specific understanding and strategies for adjusting and modifying to accommodate autistic students is essential. This conclusion may direct school leaders when implementing professional development programs. A special didactical perspective is needed to support teachers' understanding of challenges in instruction that autistic students may encounter.
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Affiliation(s)
- Linda Petersson-Bloom
- Linda Peterson-Bloom, Faculty of Learning
and Society, Malmö University, Malmö SE-205 06, Sweden.
| | - Mona Holmqvist
- Faculty of Learning and Society,
Malmö University, Malmö, Sweden
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