Early Childhood Education for Children with Autism: How Teacher and Classroom Characteristics Influence Student Learning
AbstractThis paper estimates the relationship between changes in academic performance for pre-school age children with Autism Spectrum Disorder and teacher education and classroom staffing using data from the Pre-Elementary Education Longitudinal Study (PEELS). Strong positive relationships between changes in children’s standard scores on selected standardized math and reading tests are found when their teachers have bachelor’s or master’s degrees in special education, or bachelor’s degrees in general education. There is also evidence of relationships between classroom structure and change in student standard scores on standardized reading and math tests for children with ASD.
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Bibliographic InfoPaper provided by University of Minnesota, Department of Applied Economics in its series Master's Theses with number 155283.
Date of creation: Jul 2013
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This paper has been announced in the following NEP Reports:
- NEP-ALL-2013-08-23 (All new papers)
- NEP-DEM-2013-08-23 (Demographic Economics)
- NEP-EDU-2013-08-23 (Education)
- NEP-URE-2013-08-23 (Urban & Real Estate Economics)
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- Feng, Li & Sass, Tim R., 2013. "What makes special-education teachers special? Teacher training and achievement of students with disabilities," Economics of Education Review, Elsevier, vol. 36(C), pages 122-134.
- Eric A. Hanushek & John F. Kain & Steven G. Rivkin, 2002. "Inferring Program Effects for Special Populations: Does Special Education Raise Achievement for Students with Disabilities?," The Review of Economics and Statistics, MIT Press, vol. 84(4), pages 584-599, November.
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