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Early Childhood Education for Children with Autism: How Teacher and Classroom Characteristics Influence Student Learning

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  • O'Donnell, Rebecca May Neal

Abstract

This 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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  • O'Donnell, Rebecca May Neal, 2013. "Early Childhood Education for Children with Autism: How Teacher and Classroom Characteristics Influence Student Learning," Master's Theses and Plan B Papers 155283, University of Minnesota, Department of Applied Economics.
  • Handle: RePEc:ags:umapmt:155283
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    File URL: http://ageconsearch.umn.edu/record/155283/files/ODonnell2013PlanB.pdf
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    1. 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.
    2. 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.
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    Public Economics;

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