Journal articles: 'Public policy on autism'

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Baker, Dana Lee. "Public Policy and the Shaping of Disability: Incidence Growth in Educational Autism." education policy analysis archives 12 (March 16, 2004): 11. http://dx.doi.org/10.14507/epaa.v12n11.2004.

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Autism has gained the attention of policy makers and public administrators in recent years. The surge in prevalence, in tandem with a growing social preference for community inclusion of individuals with disabilities, strains a variety of policy infrastructures. Autism and related disorders, which were first described in 1943, were originally thought to be extremely low incidence and usually coincident with mental retardation. In accordance with the disability policy paradigm of the era, public services for autism were provided predominantly in institutional settings. Since then, however, autism and related disorders have come to be understood as more common than was originally thought and more rarely associated with mental retardation. In this article, shift-share analysis is used to gain insight into how the growth in autism incidence is being differentially experienced and recorded within a single arena of policy across the United States. The challenges associated with a sudden growth in supply (that is the number of children with autism), while unique to autism in some respects, include aspects that are similar for other disabilities and in policy challenges in other arenas. Especially since the implementation of the Government Performance Results Act of 1996, there is increased pressure to create public policy infrastructures that are anchored by clearly cut categorical service delivery. If the categories themselves leave significant room for interpretation and their use actually has a shaping effect on the target population, then it is important to administration and policy evaluation to understand how the effect is playing out.

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McCarthy, Jane, Eddie Chaplin, and Lisa Underwood. "An English perspective on policy for adults with autism." Advances in Autism 1, no. 2 (October 29, 2015): 61–65. http://dx.doi.org/10.1108/aia-08-2015-0011.

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Purpose – The purpose of this paper is to provide a summary of English policy and legislation which impacts on the health outcomes and social inclusion for adults with autism. Design/methodology/approach – A descriptive review of national policy for England was undertaken using key internet search engines such as Google. Findings – In spite of innovative legislation and policy relating to autism across England, there are still wide discrepancies in both service models and provision relating to autism. More work is required to communicate what autism services should look like along with greater awareness training for professionals working with adults with autism to ensure reasonable adjustments are occurring across public services. Originality/value – This paper outlines current key policy and legislation in England relating to autism.

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Orchard, Vivienne. "Autisme, j’accuse! Life-writing, autism and politics in the work of Hugo Horiot." French Cultural Studies 30, no. 3 (July 30, 2019): 256–65. http://dx.doi.org/10.1177/0957155819861033.

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Autism has generated a great deal of controversy, culturally, intellectually and politically. The context for this in recent years in France is unusual and has been the site of strong antagonism. These debates are political in terms of policy implications and disagreements along political lines but also entail the politics of knowledge, and the question of who has the right to speak for whom. Competing groups – parents, ‘experts’ and autistic adults have different claims to validity as knowledge-bearers. This epistemological validity is vital in creating wider public understanding and determining policy directions. Autism life-writing is a new phenomenon in French and contributes to this set of debates. In order to illuminate this further, this article will offer an account of the first best-selling memoir by an autistic individual in France. The book, L’Empereur, c’est moi, is by Hugo Horiot, and was published in 2013, at the height of the ‘autism battle’ in the French public sphere.

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Mellon, Hugh. "Charter Rights and Public Policy Choices: The Supreme Court and Public Finance." Constitutional Forum / Forum constitutionnel 15, no. 1, 2 & 3 (July 24, 2011): 2006. http://dx.doi.org/10.21991/c94h3h.

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Over the past two decades there have been numerous highly charged court cases involving claims that government program offerings and public spending fail to satisfy guarantees entrenched in the Canadian Charter of Rights and Freedoms.1 Calls for enhanced appeal mechanism in refugee determination,2 provincial health care coverage of hospital translation services for the deaf,3 equal leave provisions4 for both adoptive and birth parents, government coverage of autism treatment regimes,5 and access to health care provision rather than access to a waiting list6 all illustrate the intersection of the Charter with the allocation of the public purse.

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van Kessel, Robin, Rok Hrzic, Katarzyna Czabanowska, Aurélie Baranger, Natasha Azzopardi-Muscat, Nefi Charambalous-Darden, Carol Brayne, Simon Baron-Cohen, and Andres Roman-Urrestarazu. "Autism and education—international policy in small EU states: policy mapping in Malta, Cyprus, Luxembourg and Slovenia." European Journal of Public Health 30, no. 6 (September 3, 2020): 1078–83. http://dx.doi.org/10.1093/eurpub/ckaa146.

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Abstract Background Special education provides an array of support that can advantageously meet special education needs (SEN) of children with autism. This report maps autism and SEN policies, and tension of international legislation in Malta, Cyprus, Luxembourg and Slovenia. Methods A policy path analysis was performed using a scoping review as fundamental methodological framework. Results Education for children with SEN developed from limited education towards segregation, and further to integration, and inclusion in mainstream education. International policy has greatly influenced the education systems under study. The rights to education and to have SEN addressed have been adopted in all countries. Inclusion is seen to be gradually incorporated by Malta, Cyprus and Luxembourg—closely following values of international documents through concise SEN policies. Slovenia’s education system remains segregated, indicating potential tension. Conclusions It appears that mainstream schools offer SEN services until no longer feasible for the child in the majority of investigated countries. Inclusion has become a guiding principle for most education systems under study. Finally, small states either commit to the implementation of inclusion or delay it and attempt to improve the education system for children with SEN in different ways.

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Laffey, Mark, and Jutta Weldes. "US foreign policy, public memory, and autism: representing September 11 and May 4." Cambridge Review of International Affairs 17, no. 2 (July 2004): 355–75. http://dx.doi.org/10.1080/0955757042000245942.

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Вадюрова, Хелена, and Виктория Шмидт. "Personal Assistance to People with ASD in Czechia: Between Positive Discrimination and Ableism." Journal of Social Policy Studies 17, no. 4 (December 24, 2019): 629–42. http://dx.doi.org/10.17323/727-0634-2019-17-4-629-642.

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Contemporary politics concerning those with Autism Spectrum Disorder (ASD) revolves around a contest between the medical perspective of autism as a pathology in need of a cure and the autism acceptance perspective, which maintains that autism is a normal human variation. Neither of these extremes provides a sustainable solution to the dilemma of empowerment and care for the people with ASD. Even more, each of the extremes runs the risk of reproducing ableism, a cultural status quo that privileges an able-bodied 'norm' and re-establishes hierarchies of ability upon people with ASD. The call for personal assistance, a pillar of independent life for people with disabilities, reframes the policy of the individual approach for people with ASD by ensuring better continuity between assessment and intervention. The current Czech policy concerning people with disabilities remains aligned with the approach introduced in the late 1980s that divides people with disabilities into categories according to the degree of their dependence instead of refining the approach in line with needs assessment and individualizing interventions. How do different actors respond to the obvious lack of personal assistance to people with ASD? This article examines the impact of governmental bodies responsible for disability policy, the regional authorities and civil society actors on reproducing post-socialist path dependence on medicalised assessment, the centralised approach to funding, and the univocity with residential care. We apply the 'Assessing Personal Assistance Schemes', a multi-faceted set of criteria aimed at monitoring the right to independent life, for indicating options concerning sustainable switching to personal assistance.

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Sherfinski, Melissa. "Challenges to goals of “Recovery”: A narrative analysis of neoliberal/ableist policy effects on two mothers of young children with autism." Journal of Early Childhood Research 16, no. 3 (May 22, 2018): 276–90. http://dx.doi.org/10.1177/1476718x18775767.

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This narrative inquiry shows the barriers and possibilities that the current US education context poses for two mothers of pre-kindergarten sons with autism. Specifically, this work is contextualized within the growing universal pre-kindergarten reform which provides a mixed delivery (public and private) implementation. Presented with the context of choice among school sites and the expectation of mothers to provide energy for the reform through their involvement in the universal pre-kindergarten “machine,” mothers of children with autism experienced unique challenges. An in-depth Bakhtinian analysis examining the mothers’ uses of heteroglossia and polyphony shows the complexities of how they presented an oscillating “double-consciousness,” working between machine expectations and narratives of “recovery,” meaning desiring normalization in line with the expectations of early childhood experts, children, and local policies. Neither the machine metaphor nor the narrative of recovery was sufficient to negotiate the challenges of education for the families, and mothers used strategies of recycling, resisting, and re-appropriating discourses to navigate. While universal pre-kindergarten was effective in improving the academic performance of children with mild autism, it did not always support the goals of inclusive and democratic education. Therefore, mothers began to question their choice of public school context and began to consider private universal pre-kindergarten sites, even though this might jeopardize the Individualized Education Plans that they worried their children needed, particularly for social purposes. The implications address both the mechanism for shifts from public to private choice in the current US education context, and the need for a reparative project that critically addresses relationships between homes and schools.

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Taneja, Azzz, S. Sharma, N. Bhatt, and MK Bhutani. "Economic Burden of Autism and Autism-Related Spectrum Disorders (Asd) In EU5 Countries." Value in Health 20, no. 9 (October 2017): A712. http://dx.doi.org/10.1016/j.jval.2017.08.1885.

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Masi, Anne, Syeda Ishra Azim, Feroza Khan, Lisa Karlov, and Valsamma Eapen. "Dissemination of Early Intervention Program for Preschool Children on the Autism Spectrum into Community Settings: An Evaluation." International Journal of Environmental Research and Public Health 19, no. 5 (February 23, 2022): 2555. http://dx.doi.org/10.3390/ijerph19052555.

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We aimed to address a policy-relevant research area with high priority, namely disseminating early intervention for children on the autism spectrum into mainstream community settings. The study cohort comprised 47 children with a diagnosis of Autism Spectrum Disorder (ASD) receiving the Early Start Denver Model (ESDM) intervention: 23 children attending an Autism Specific Early Learning and Care Centre (ASELCC) and 24 children attending a mainstream preschool setting. Group comparisons revealed that the overall response to intervention was in the majority of cases not significantly different between settings. One difference was found in that children in the mainstream preschool setting showed a significant reduction in externalising behaviours compared to the children attending the autism-specific preschool. Intervention duration was found to influence outcomes with a one-month increase in duration found to improve expressive language skills. While the results need to be interpreted with caution due to the small sample size, these findings suggest that early intervention can be successfully delivered in both autism-specific and mainstream settings. However, those families needing additional parent support may be better served by a specialised service.

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Parish, Susan, Kathleen Thomas, Roderick Rose, Mona Kilany, and Robert McConville. "State Insurance Parity Legislation for Autism Services and Family Financial Burden." Intellectual and Developmental Disabilities 50, no. 3 (June 1, 2012): 190–98. http://dx.doi.org/10.1352/1934-9556-50.3.190.

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Abstract We examined the association between states' legislative mandates that private insurance cover autism services and the health care–related financial burden reported by families of children with autism. Child and family data were drawn from the National Survey of Children with Special Health Care Needs (N = 2,082 children with autism). State policy characteristics were taken from public sources. The 3 outcomes were whether a family had any out-of-pocket health care expenditures during the past year for their child with autism, the expenditure amount, and expenditures as a proportion of family income. We modeled the association between states' autism service mandates and families' financial burden, adjusting for child-, family-, and state-level characteristics. Overall, 78% of families with a child with autism reported having any health care expenditures for their child for the prior 12 months. Among these families, 54% reported expenditures of more than $500, with 34% spending more than 3% of their income. Families living in states that enacted legislation mandating coverage of autism services were 28% less likely to report spending more than $500 for their children's health care costs, net of child and family characteristics. Families living in states that enacted parity legislation mandating coverage of autism services were 29% less likely to report spending more than $500 for their children's health care costs, net of child and family characteristics. This study offers preliminary evidence in support of advocates' arguments that requiring private insurers to cover autism services will reduce families' financial burdens associated with their children's health care expenses.

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Chamak, Brigitte. "The Autism Matrix: The Social Origins of the Autism Epidemic." Sociology of Health & Illness 33, no. 1 (January 2011): 161–63. http://dx.doi.org/10.1111/j.1467-9566.2010.01317.x.

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Orsini, Michael, and Miriam Smith. "Social movements, knowledge and public policy: the case of autism activism in Canada and the US." Critical Policy Studies 4, no. 1 (April 28, 2010): 38–57. http://dx.doi.org/10.1080/19460171003714989.

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Bates, Richard. "France's Autism Controversy and the Historical Role of Psychoanalysis in the Diagnosis and Treatment of Autistic Children." Nottingham French Studies 59, no. 2 (July 2020): 221–35. http://dx.doi.org/10.3366/nfs.2020.0286.

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Autism is a contested and controversial subject in many countries, but France has experienced more controversy around the issue than most. This article draws attention to the circumstances in which the formerly prominent role of psychoanalysis in the diagnosis and treatment of autism in children in France has led to much animated debate and eventually to changes in public policy, following internal and international pressure. After outlining these recent events, it will consider the reasons why France found itself out of line with other countries for many years, by examining the historical role of certain influential individuals in the psychoanalytical circle close to Jacques Lacan (1901–81), in particular the child specialists Françoise Dolto (1908–88) and Maud Mannoni (1923–98).

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Strain, Phillip S., Ilene S. Schwartz, and Erin E. Barton. "Providing Interventions for Young Children With Autism Spectrum Disorders." Journal of Early Intervention 33, no. 4 (December 2011): 321–32. http://dx.doi.org/10.1177/1053815111429970.

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Over the past 25 years, we have learned a great deal about the diagnosis, treatment, and impact of autism spectrum disorders (ASD) on young children and their families. The authors describe several overarching themes that have emerged in the educational research on young children with ASD. The focus of their article is on education-based research because public education remains the one comprehensive service to which all children with ASD are entitled to free of charge. Four themes (i.e., inclusion, systematic and effective instruction, intensity, and social context) are described in terms of the major findings and impact on policy and practices. The authors conclude with a summary of implications for future research for the next 25 years.

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Kaiser, Ann P., Jason C. Chow, and Jennifer E. Cunningham. "A Case for Early Language and Behavior Screening: Implications for Policy and Child Development." Policy Insights from the Behavioral and Brain Sciences 9, no. 1 (February 23, 2022): 120–28. http://dx.doi.org/10.1177/23727322211068886.

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Early language skills and prosocial behavior contribute to positive outcomes across the lifespan. Screening has improved the identification and early intervention (EI) for children with hearing loss, autism spectrum disorders, and genetically based disabilities. However, many children with significant functional impairments in language and behavior are not identified before school entry. These children have missed a critical window for EI that might have prevented or mitigated persistent developmental language impairment and challenging behaviors. The critical need for early identification of children with delays in both language and social-emotional development by proposing a preventive, universal screening approach. This approach to early screening aims to reduce the number of children on a trajectory of academic failure and social difficulties as a result of these early developmental delays.

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Zeidan, Jinan, Keiko Shikako-Thomas, Annahita Ehsan, Antonia Maioni, and Mayada Elsabbagh. "Progress and gaps in Quebec’s autism policy: a comprehensive review and thematic analysis." Canadian Journal of Public Health 110, no. 4 (April 23, 2019): 485–96. http://dx.doi.org/10.17269/s41997-019-00202-7.

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Almazova, A. A., T. S. Nikandrova, E. S. Tusheva, and A. V. Khaustov. "Conceptual Approaches to the Development of the Main Educational Program Project for Personnel Training in the Field of Education, Upbringing and Support of Students with Autism Spectrum Disorders." Клиническая и специальная психология 10, no. 4 (2021): 1–23. http://dx.doi.org/10.17759/cpse.2021100401.

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The article considers conceptual approaches to the development of the main educational program project for personnel training in the field of education, upbringing and support of students with autism spectrum disorders. It is indicated that the relevance of development of such program is determined by the existing imbalance between the request of parents, who are raising children with autism spectrum disorders, the requirements of the modern system of organized psychological and educational support of students of this category and the current situation of deficiency in providing this system with qualified, purposefully trained professionals. It is shown that the solution of the personnel issue is the key in setting priorities regulating public relations and state policy in the field of education. The discussion object and subject are actualized - conceptual approaches to the development and technology of the development of the main educational program for personnel training in the field of psychological and educational support of students with autism spectrum disorders. Basic conceptual settings of the project of the model main educational program aimed at bachelors training in the field of education and support of students with autism spectrum disorders described. Drafts of the professional competencies and the achievement indicators are designed. The program content is presented by possible disciplines modules.

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Joslyn, Mark R., and Steven M. Sylvester. "The Determinants and Consequences of Accurate Beliefs About Childhood Vaccinations." American Politics Research 47, no. 3 (December 19, 2017): 628–49. http://dx.doi.org/10.1177/1532673x17745342.

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In this article, we examine the individual predictors that are responsible for accurate beliefs about the link between vaccinations and autism. We then show how these beliefs affect policy preferences about vaccines. We derive two hypotheses from motivated reasoning theory and test these on national survey data from Gallup and CBS News. Republicans were less likely to report accurate beliefs than Democrats. In addition, educational attainment modified the impact of party identification. The gap between Republicans and Democrats in likelihood of reporting accurate beliefs was largest among the most educated portion of the public. Finally, we show that accurate beliefs about vaccines, independent of statistical controls, are important predictors of policy attitudes about unvaccinated children attending public school and parental choice about the decision to vaccinate. We discuss the theoretical and practical significance of these findings.

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Taveira, Maria das Graças Monte Mello, Divanise Suruagy Correia, Jorge Artur Peçanha de Miranda Coelho, and Claudio Torres de Miranda. "Transtornos do espectro autista: visão de discentes dos cursos de medicina e enfermagem de uma universidade pública." Ciência & Saúde Coletiva 28, no. 6 (June 2023): 1853–62. http://dx.doi.org/10.1590/1413-81232023286.15292022.

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Resumo O termo estigma é oriundo do grego, relacionado a identificação de pessoas através de marcação física. A literatura aponta quatro tipos de estigmas: púbico, institucional, autoestima e de cortesia. Pessoas com Transtornos do Espectro Autista são estigmatizadas em diversas culturas e sociedades. Este estudo descreve a visão sobre estigma em relação ao Transtorno do Espectro Autista entre estudantes dos cursos medicina e enfermagem. Estudo transversal, qualitativo, dados coletados por meio de dois grupos focais, um com estudantes de medicina, outro com enfermagem, de uma universidade pública, em Alagoas. Foi utilizado um roteiro com oito perguntas para discussão nos grupos focais. As falas foram gravadas, transcritas e analisadas no software IRAMUTEQ, embasada na análise de conteúdo. A Classificação Hierárquica Descendente apresentou cinco categorias relacionadas ao Transtorno, que foram: 1 - Abordagem da pessoa com o Transtorno; 2 - Vivência de Estigma; 3 - Segregação de Pessoas com Transtorno; 4 - Cuidado com a Pessoa com o Transtorno; e a Classe 5 - Desafios enfrentados pelas pessoas acometidas

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Gernsbacher, Morton Ann, Adam R. Raimond, Jennifer L. Stevenson, Jilana S. Boston, and Bev Harp. "Do puzzle pieces and autism puzzle piece logos evoke negative associations?" Autism 22, no. 2 (August 21, 2017): 118–25. http://dx.doi.org/10.1177/1362361317727125.

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Puzzle pieces have become ubiquitous symbols for autism. However, puzzle-piece imagery stirs debate between those who support and those who object to its use because they believe puzzle-piece imagery evokes negative associations. Our study empirically investigated whether puzzle pieces evoke negative associations in the general public. Participants’ ( N = 400) implicit negative associations were measured with an Implicit Association Task, which is a speeded categorization task, and participants’ explicit associations were measured with an Explicit Association Task, which is a standard task for assessing consumers’ explicit associations with brands (and images of those brands). Puzzle pieces, both those used as autism logos and those used more generically, evoked negative implicit associations ( t(399) = –5.357, p < 0.001) and negative explicit associations ( z = 4.693, p < 0.001, d = 0.491). Participants explicitly associated puzzle pieces, even generic puzzle pieces, with incompleteness, imperfection, and oddity. Our results bear public policy implications. If an organization’s intention for using puzzle-piece imagery is to evoke negative associations, our results suggest the organization’s use of puzzle-piece imagery is apt. However, if the organization’s intention is to evoke positive associations, our results suggest that puzzle-piece imagery should probably be avoided.

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Mega, Tacila, Roberta Rabelo, Juliana Vidal, and Artur Felipe de Brito. "PD62 Off-Label Use Of Medicines For Public Health Needs." International Journal of Technology Assessment in Health Care 34, S1 (2018): 152–53. http://dx.doi.org/10.1017/s0266462318003240.

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Introduction:The use of drugs for clinical conditions that differ from those approved in prescribing information (product labels) is known as off-label use. In Brazil, the Brazilian Health Regulatory Agency (ANVISA) is the official organization that regulates the use of health technologies. For technologies to be incorporated into the Brazilian public health system, registration with ANVISA is mandatory. However, occasionally, it is necessary to evaluate technologies for off-label use in the interests of public health. This study aimed to identify the health technologies recommended by the National Committee for Health Technology Incorporation (CONITEC) with an off-label indication between January 2012 and October 2017.Methods:A descriptive study was undertaken using data available on the CONITEC website.Results:The study identified seven drugs with a favorable recommendation for off-label use: everolimus, sirolimus, and tacrolimus as immunosuppressants in transplant recipients; clozapine for bipolar affective disorder; pentoxifylline for cutaneous leishmaniosis mucosa; risperidone for adults with autism spectrum disorder, and bevacizumab for age-related macular degeneration and diabetic macular edema. For these decisions the Committee considered the scientific evidence available for the indication proposed, the severity of the disease, and the existence or absence of alternative treatments. This was possible because Brazilian legislation allows ANVISA to authorize the off-label use of health technologies provided that the analysis is supported by scientific evidence regarding effectiveness, accuracy, and safety for the intended purpose.Conclusions:The off-label use of health technologies is a worldwide practice that can favor vulnerable populations and neglected diseases. This practice should be seen as positive when there is evidence supporting off-label use, and such decisions should not be influenced by political, economic, or marketing considerations.

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Mohd Kusrin, Zuliza, Abrahman Roseliza-Murni, Wafaa Yusof, Zaini Nasohah, Mohd Al Adib Samuri, Nurul Ilyana Muhd Adnan, and Zahidah Dahalan. "PEOPLE WITH AUTISM AND THE PROPENSITY FOR LAW-BREAKING: A SPECIAL EDUCATION TEACHERS’ PERSPECTIVE." UUM Journal of Legal Studies 14, no. 2 (July 31, 2023): 509–33. http://dx.doi.org/10.32890/uumjls2023.14.2.4.

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Autism is a subtype of neuro-developmental disorders, that causes the afflicted person to have social skills deficit, which then manifests into their behaviours. Behaviours that are typical among persons with autism, such as obsessions with daily routine, difficulties in understanding abstract matters and codes of conduct may expose them to engage in indecent acts in public or exhibit other forms of risky behaviours that violate social norms and break the law. The objective of this research is to study the behaviour of persons with autism who tend to break the law based on the perspective of teachers at autism centres in Malaysia. Data were collected through focus group discussion (FGD) with 25 special education teachers who were directly involved in the process of early intervention and education of children with autism. Data obtained were then analyzed descriptively and thematic analysis was conducted to obtain the recurring themes. Results of FGD demonstrated that the frequently emerging themes of rule-breaking behaviors committed by persons with autism are physically hurting others, setting buildings on fire (arson), vandalism of public property, theft, sexual and cyber offences which are considered criminal acts under the Penal Code and the Shariah Criminal Offences State Enactment/Act. Most research participants, however, considered these behaviors to be part of the individual with autism behavior and thus do not consider them serious enough to report to law enforcement for investigation and prosecution. Thus, it is recommended that teachers, parents, and caretakers be more attentive to preventing high-risk behavior of persons with autism through ongoing early intervention programs tailored to meet the needs of persons with autism. Research findings can help society tobetter understand autistic behavior that needs timely intervention, so it will not lead to an investigation by the police or criminal prosecution.

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Shafi, Fariha, Amirtha Karunakaran, and Farah Ahmad. "Autism, Stigma, and South Asian Immigrant Families in Canada." International Journal of Environmental Research and Public Health 21, no. 3 (March 19, 2024): 369. http://dx.doi.org/10.3390/ijerph21030369.

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Considerable empirical evidence suggests early recognition of autism and access to support result in long-term positive outcomes for children and youth on the spectrum and their families. However, children of racialized families are often diagnosed at later ages, are more likely to be misdiagnosed, and experience many barriers to service access. There is also a paucity of research exploring the experiences of parents from specific immigrant groups caring for their children on the spectrum in Canada, many of whom identify as members of racialized communities. As such, the main aim of the study was to examine how South Asian immigrant parents in Canada are experiencing available care programs and support. Another aim was to examine their perceptions of social stigma associated with autism. We conducted an inductive thematic analysis of qualitative data from nine interviews with South Asian parents living in Ontario, Canada. Findings confirmed barriers to an autism diagnosis and to service access. Additionally, parents reported pronounced autism stigma, which enacted impediments to timely diagnosis, service access, and health-promoting behaviors. Findings also revealed that parents experience considerable caregiver stress and psychological distress. The generated evidence is anticipated to inform equitable policy, programming, and practices that better support the needs of children on the spectrum and their immigrant families.

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Lee Baker, Dana, and Shannon Stokes. "Brain Politics: Aspects of Administration in the Comparative Issue Definition of Autism-Related Policy." Public Administration Review 67, no. 4 (July 2007): 757–67. http://dx.doi.org/10.1111/j.1540-6210.2007.00758.x.

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Baxter, A. J., T. S. Brugha, H. E. Erskine, R. W. Scheurer, T. Vos, and J. G. Scott. "The epidemiology and global burden of autism spectrum disorders." Psychological Medicine 45, no. 3 (August 1, 2014): 601–13. http://dx.doi.org/10.1017/s003329171400172x.

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BackgroundAutism spectrum disorders (ASDs) are persistent disabling neurodevelopmental disorders clinically evident from early childhood. For the first time, the burden of ASDs has been estimated for the Global Burden of Disease Study 2010 (GBD 2010). The aims of this study were to develop global and regional prevalence models and estimate the global burden of disease of ASDs.MethodA systematic review was conducted for epidemiological data (prevalence, incidence, remission and mortality risk) of autistic disorder and other ASDs. Data were pooled using a Bayesian meta-regression approach while adjusting for between-study variance to derive prevalence models. Burden was calculated in terms of years lived with disability (YLDs) and disability-adjusted life-years (DALYs), which are reported here by world region for 1990 and 2010.ResultsIn 2010 there were an estimated 52 million cases of ASDs, equating to a prevalence of 7.6 per 1000 or one in 132 persons. After accounting for methodological variations, there was no clear evidence of a change in prevalence for autistic disorder or other ASDs between 1990 and 2010. Worldwide, there was little regional variation in the prevalence of ASDs. Globally, autistic disorders accounted for more than 58 DALYs per 100 000 population and other ASDs accounted for 53 DALYs per 100 000.ConclusionsASDs account for substantial health loss across the lifespan. Understanding the burden of ASDs is essential for effective policy making. An accurate epidemiological description of ASDs is needed to inform public health policy and to plan for education, housing and financial support services.

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Taveira, Maria das Graças Monte Mello, Divanise Suruagy Correia, Jorge Artur Peçanha de Miranda Coelho, and Claudio Torres de Miranda. "Autism spectrum disorders: students’ view of medicine and nursing courses at a public university." Ciência & Saúde Coletiva 28, no. 6 (June 2023): 1853–62. http://dx.doi.org/10.1590/1413-81232023286.15292022en.

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Abstract The term stigma comes from Greek, being related to the identification of people through a physical mark, which can generate marginalization. The literature points out four types of stigmas: public, institutional, self-esteem, and courtesy. People with Autistic Spectrum Disorders are stigmatized in various cultures and societies. This study describes the view on stigma regarding Autistic Spectrum Disorder among undergraduate medical and nursing students. This is a cross-sectional study of a qualitative approach, whose data were collected through two focus groups, one with medical and another with nursing students, from a public university in Alagoas, Brazil. A script with eight questions for discussion in the focus groups was used. The speeches were recorded, transcribed, and analyzed with the IRAMUTEQ software, based on content analysis. The Descending Hierarchical Classification showed five categories related to the disorder, which were: 1 - Approach to the person with the disorder; 2 - Experience of Stigma; 3 - Segregation of People with Disorders; 4 - Care of the Person with the Disorder and Class; 5 - Challenges faced by the people affected.

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Papadopoulos, Dimitrios. "Mothers’ Experiences and Challenges Raising a Child with Autism Spectrum Disorder: A Qualitative Study." Brain Sciences 11, no. 3 (March 2, 2021): 309. http://dx.doi.org/10.3390/brainsci11030309.

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Although the study of autism is burgeoning with important implications both for public health and society, there is little research exploring the experiences of raising a child with autism spectrum disorder (ASD) from the maternal perspective. The aim of this study was to investigate the lived experiences of mothers of children with ASD in Greece. Nine mothers of children with ASD were recruited and engaged in semistructured interviews. Transcripts of the interviews were analyzed using interpretative phenomenological analysis. Three interconnected themes were identified in the analysis: (a) emotional burden, (b) family burden, and (c) social burden. A key finding in the themes was the sense of burden, distress, and vulnerability experienced by the mothers. The findings provide valuable understanding of the experiences of mothers raising children with ASD in one of Europe’s medium-income countries. Further, results can be used by researchers, clinicians, mental health providers, and policy makers to address the unique needs of families caring for and supporting children with ASD.

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Machado, Márcia Francisca Lombo, and Soraia Ansara. "Privações da Vida Cotidiana do Autismo na Cidade: desafios às políticas públicas." Revista Gestão & Políticas Públicas 5, no. 2 (December 2, 2015): 245–63. http://dx.doi.org/10.11606/issn.2237-1095.v5p245-263.

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ResumoEste artigo apresenta dados que evidenciam as questões da cidade na correlação de forças para obtenção de políticas públicas para pessoas com autismo. Trazendo parte de uma pesquisa que investigou a relação da vida cotidiana com a participação das famílias dos autistas na tomada de decisões para a democratização dos espaços e serviços, o estudo articula a discussão sobre saúde e intersetorialidade à cidade e à constituição da cidadania. A investigação revelou que a urgência em prover os itens fundamentais ao desenvolvimento dos filhos com autismo se confronta com as discrepâncias do espaço urbano provocando rupturas na vida cotidiana e concorrendo contra a organização coletiva e o engajamento das famílias na gestão de políticas públicas da cidade, limitando a participação política em soluções efetivas às suas demandas. Palavras-chave: participação; políticas públicas; direito à cidade; famílias de autistas; cidadania. AbstractThis paper presents data that highlight the city's issues in the correlation of forces to obtain public policies for people with autism. Bringing part of a research that investigated the relationship of daily life with the participation of autistic families in decision making for the democratization of spaces and services, the study articulates the discussion on health care and “intersectoriality” (in the sense of global vision and cooperation among sectors).to the city and to the constitution of citizenship. The investigation revealed that the urgency to provide the essential items for the development of children with autism is confronted with the discrepancies of the urban space causing ruptures in daily life and competing against the collective organization and the engagement of the families in the management of public policies of the city, restricting the political participation for effective solutions to their demands. Keywords: participation; public policy; right to the city; autistic families; citizenship. Resumen Este artículo presenta datos de un estudio que investigó la relación de la vida cotidiana con la participación de familias autistas en la toma de decisiones para la democratización de espacios y servicios destacando los problemas de la ciudad en la correlación de fuerzas para obtener políticas públicas para personas con autismo. De esta manera, el estudio articula la discusión sobre salud e "intersectorialidad" a la gestión de la ciudad y a la constitución de la ciudadanía. La investigación reveló que la urgencia de proporcionar los elementos esenciales para el desarrollo de niños con autismo se contrapone a las discrepancias del espacio urbano causando rupturas en la vida cotidiana de las familias, creando dificultades para su organización colectiva e intervención en la gestión de las políticas públicas de la ciudad, restringiendo la participación política a soluciones efectivas a sus demandas. Palabras-chave: participación; políticas públicas; derecho a la ciudad; familias de autistas; ciudadanía

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Gourdine, Ruby M., Tiffany D. Baffour, and Martell Teasley. "Autism and the African American Community." Social Work in Public Health 26, no. 4 (July 11, 2011): 454–70. http://dx.doi.org/10.1080/19371918.2011.579499.

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Gray, David E. "Coping with autism: stresses and strategies." Sociology of Health and Illness 16, no. 3 (June 1994): 275–300. http://dx.doi.org/10.1111/1467-9566.ep11348729.

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Romanczyk, Raymond G., Emily H. Callahan, Laura B. Turner, and Rachel N. S. Cavalari. "Efficacy of Behavioral Interventions for Young Children with Autism Spectrum Disorders: Public Policy, the Evidence Base, and Implementation Parameters." Review Journal of Autism and Developmental Disorders 1, no. 4 (June 27, 2014): 276–326. http://dx.doi.org/10.1007/s40489-014-0025-6.

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Durno, N., M. Heisen, H. Penton, R. Schmid, O. Ethgen, Z. Szilvasy, E. Friedel, et al. "PCR279 Value-Based Assessment of Clinical Trial Outcomes: A Hypothetical Example Using the Childhood Autism Rating Scale in Autism Spectrum Disorder." Value in Health 25, no. 12 (December 2022): S444. http://dx.doi.org/10.1016/j.jval.2022.09.2212.

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Abdul Qadir, Nazish, Subhan-ur-Rehman Burki, Aman Abbasi, and Uzair Ahmad. "Knowledge of Childhood Autism among Health Workers of Peshawar: A Cross-Sectional Study." Journal of Health and Rehabilitation Research 3, no. 2 (December 27, 2023): 848–54. http://dx.doi.org/10.61919/jhrr.v3i2.221.

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Background: Early detection of Autism Spectrum Disorder (ASD) symptoms is crucial for timely intervention services and a better prognosis. Healthcare professionals play a pivotal role in recognizing ASD features, diagnosis, and providing support. This study aimed to assess the knowledge of healthcare workers in Peshawar regarding childhood autism. Objective: The objective of this study was to evaluate the level of knowledge among healthcare professionals in Peshawar, Pakistan, regarding the early symptoms, diagnosis, and intervention strategies for Autism Spectrum Disorder (ASD), in order to identify knowledge gaps and inform the development of targeted educational and training programs. Methods: This cross-sectional study was conducted from September 2021 to February 2022 in public and private hospitals in Peshawar, Pakistan. Data were collected using the convenience sampling method. A total of 270 healthcare professionals (Doctors, Dentists, Psychologists, Occupational Therapists, Physical Therapists, and Speech & Language Pathologists) participated. Data analysis was performed using SPSS version 22. Descriptive analysis calculated the mean of each domain and the total score, and frequencies for gender, age, and occupation. Results: The total mean score of the study population was 10.40. The mean score in Domain 1 (Social Interaction) was 4.73 (SD ±1.53), in Domain 2 (Language) was 0.60 (SD ±0.499), in Domain 3 (Behaviors) was 2.38 (SD ±1.102), and in Domain 4 (Etiology) it was 2.74 (SD ±1.214). Conclusion: Healthcare professionals in Peshawar, Pakistan, demonstrated limited knowledge about the early symptoms of Autism Spectrum Disorder. These findings have significant implications for policy and practice, health profession program directors, and future research.

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Moore, Elizabeth. "RANZCP Commitment to People With Intellectual and Developmental Disability." BJPsych Open 9, S1 (July 2023): S103—S104. http://dx.doi.org/10.1192/bjo.2023.304.

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AimsTo provide an overview of the Royal Australian and New Zealand College of Psychiatrists’ (RANZCP) work to improve support for those with an intellectual or developmental disability.MethodsPeople with intellectual disability experience significantly higher rates of physical and mental health conditions in comparison to the general population. However, there can be multiple barriers to effective health care including, but not limited to, stigma and discrimination, the training of health professionals and a failure to consider the specific needs of people with intellectual disability in health and disability policy leading to deficits in funding to support generic services or develop specialist service models.In Australia, a Disability Royal Commission was established in 2019 in response to community concern about reports of violence against, and the neglect, abuse and exploitation of, people with disability. The RANZCP has provided information to the Royal Commission and appeared at a public hearing focused on the education and training of health professionals in relation to people with cognitive disability. In 2022, the RANZCP published new position statements on autism and intellectual disability to address the unmet needs faced by people with autism and intellectual disability and provide a foundation for future College advocacy for improving resourcing and mental health support for these groups.ResultsThe new RANZCP position statements on autism and intellectual disability make a number of systemic recommendations to address the mental health needs of autistic people and intellectual disability including: •providing adequate funding to ensure appropriate policy implementation•educating and training health providers in the mental health needs of autistic people and people with intellectual disability•including the voices of autistic people to support a more inclusive approach to policy development and service design•collecting data on the needs of people with intellectual disability who are living with mental health conditions to support better service planning and better health outcomes.•In response to recommendations from the Disability Royal Commission, the RANZCP is also revising its training syllabus to include additional requirements for cognitive disability and has reviewed its CPD program to determine whether CPD for the provision of health care to people with intellectual disability should be enhanced.ConclusionThe RANZCP is committed to addressing the unmet mental health needs and significant challenges of people with autism and intellectual disability and advocating for improving resourcing and mental health support for these groups.

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Singh, Jennifer S. "Parenting work and autism trajectories of care." Sociology of Health & Illness 38, no. 7 (April 25, 2016): 1106–20. http://dx.doi.org/10.1111/1467-9566.12437.

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Obrusnikova, Iva, and Dannielle L. Miccinello. "Parent Perceptions of Factors Influencing After-School Physical Activity of Children with Autism Spectrum Disorders." Adapted Physical Activity Quarterly 29, no. 1 (January 2012): 63–80. http://dx.doi.org/10.1123/apaq.29.1.63.

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The study assessed parental perceptions of the benefits of physical activity (PA) and the factors that influence participation of children with autism spectrum disorders in PA after school. Data were collected from 103 parents using an online open-ended questionnaire and focus-group interviews. Data were analyzed using a socioecological model. Parents provided 225 responses that were coded as advantages, 106 as disadvantages, 225 as facilitators, and 250 as barriers of PA. The most frequently reported advantages were physical, followed by psychosocial, and cognitive. Disadvantages were psychosocial and physical. The most frequently reported barriers were intrapersonal, followed by interpersonal, physical, community, and institutional. Facilitators were intrapersonal, followed by physical, interpersonal, community, and institutional. Public policy factors were elicited in the interviews.

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Tikkinen, Kari A. O., Jarno Rutanen, Allen Frances, Brea L. Perry, Brittany B. Dennis, Arnav Agarwal, Amna Maqbool, et al. "Public, health professional and legislator perspectives on the concept of psychiatric disease: a population-based survey." BMJ Open 9, no. 6 (June 2019): e024265. http://dx.doi.org/10.1136/bmjopen-2018-024265.

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ObjectiveTo assess which mental health-related states of being are perceived as diseases by psychiatrists, non-psychiatric physicians, nurses, parliament members and laypeople.Design and settingA population-based, mailed survey in Finland.ParticipantsRespondents from a random sample of 3000 laypeople, 1500 physicians, 1500 nurses and all 200 members of the parliament (MPs) of Finland.Primary outcome measuresRespondents’ perspectives on 20 mental health-related states of being as diseases, measuring the extent of agreement with the claim: ‘[This state of being] is a disease’.ResultsOf the 6200 people approached, we received 3259 eligible responses (53%). Two conditions (schizophrenia and autism) were considered to be diseases by at least 75% and two states (grief and homosexuality) were considered not to be diseases by at least 75% in each group. A majority (at least 50% in each group) considered seven states as diseases (anorexia, attention deficit hyperactivity disorder, bulimia, depression, generalised anxiety disorder, panic disorder and personality disorder) and three not to be diseases (absence of sexual desire, premature ejaculation and transsexualism). In six states, there was a wide divergence of opinion (alcoholism, drug addiction, gambling addiction, insomnia, social anxiety disorder and work exhaustion). Psychiatrists were significantly more inclined to considering states of being as diseases relative to other groups, followed by non-psychiatric physicians, nurses, MPs and laypeople.ConclusionsRespondents agreed that some conditions, such as schizophrenia and autism, are diseases and other states, such as grief and homosexuality, are not; for others, there was considerable disagreement. Psychiatrists are more inclined to consider mental health-related states of being as diseases compared with other physicians, who, in turn, are more inclined than other constituencies. Understanding notions of disease may underlie important debates in public policy and practice in areas of mental health and behaviour, and have implications for resource allocation and stigma.

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Bernate, Jayson Andrey, Henry Alexander Babativa Salamanca, Pedro Nel Urrea Roa, Rubén Darío Daza Rendon, Ingrid Patricia Fonseca Franco, and Gonzalo de Jesús Amaya Fuentes. "Contribution of Physical Exercise on the Emotional Regulation of Adults with Autism Spectrum Disorder." Revista de Gestão Social e Ambiental 18, no. 2 (May 17, 2024): e06910. http://dx.doi.org/10.24857/rgsa.v18n2-145.

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Purpose: To identify the effect of physical exercise on the emotional regulation of 4 adults with autism spectrum disorder (ASD) between the ages of 22 and 39. In this population it was found that one of the difficulties presented in these subjects is emotional regulation ( empathy) in their daily activities, such as variations in their routine, these can be changes in time or activities, disorder in their things, sleeplessness at night, etc. Methodology: Qualitative approach with case study design, the Atlas Ti program was used for semantic analysis, for this 4 subjects diagnosed by the Colombian League of Autism were selected, subsequently 15 interventions were carried out from a physical activity proposal and interviews were developed to the parents of the 4 participating subjects, to learn about the effect of exercise on the population of adults with autism. Results and Conclusions: It was found that there are various behaviors that subjects express in different situations, whether on the street, home or other space, in conclusion, the effect of physical exercise on emotional regulation contributes to improving moods, decreasing the escalation phases and generating better empathy towards the execution of activities or exercises in the 4 adults. Implications: This research provides implications for educational and government policy to continue to strengthen public policies for people with ASD. Originality/value: This research offers novelty by glimpsing the impact of exercise and physical activity on people with ASD.

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O'Shea, David, Dominika Lisiecka, and Patrick McGarty. "“When you are a parent of an autistic child, the responsibility is put on you a lot” - Learning from parents’ experiences and expectations of speech and language therapy services for autistic children in Ireland." International Journal of Integrated Care 23, S1 (December 28, 2023): 486. http://dx.doi.org/10.5334/ijic.icic23180.

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Autism is a neurodevelopmental disorder, characterized by deficits in social communication and interaction, restricted interests, and repetitive behaviours. Historically framed within the medical model paradigm, there are increasing calls from the autistic community to reframe autism, using the social model paradigm and embracing neurodiversity. Autistic individuals account for 1-2% of the population and access a variety of services, such as Speech & Language Therapy (SLT), which support autistic individuals' engagement in society. There is a disparity of SLT services available for autistic people in Ireland and parents’ perceptions of services have not been investigated before. We aimed to investigate the parental experiences and expectations of SLT services for autistic children and make recommendations for stakeholders of autism service provision. This presentation is relevant to anyone interested in researching service users’ / parental perceptions and how they can guide the provision of care. This research formed a part of a Master’s degree. It was developed by a team of researchers representing SLT and social care services. The initial idea originated from clinical practice, where parents often voiced their concerns and expectations of care. Interpretative Phenomenological Analysis was used as a methodological framework for this study. Participants were parents of autistic children living in the Munster province of Ireland, and they were not previously known to the research team. Individual, semi-structured interviews were carried out to identify participants’ understanding of how they made sense of their experiences. Data was analysed in depth at an individual level before group analysis took place. Five themes emerged during group analysis: 1) The journey of parenting an autistic child, 2) The journey of experiencing services for autistic children, 3) The journey of navigating SLT services, 4) The journey of evolving therapeutic relationships and desirable clinical qualities, 5) The journey of evolving parental expectations of changes to services for autistic children. Parents’ understanding of SLT services for autism was fraught with doubts about the public health system and the financial burden of accessing private services. Parents’ searches for services revealed significant wait times and barriers to access supports. Parents desired speech and language (SLTs) with clinical experience and understanding of parents’ roles in SLT. The need for reduced waiting periods for services and compassionate support for families of autistic children was also reported. Findings provide insight into parents’ evolving expectations and suggested changes for services for autistic children, which are important for autism service providers. Future research should focus on autistic individuals’ and SLTs experiences of SLT services for autism.

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Rose, Richard, Bhoomikumar Jegannathan, Dalin Mong, Puthy Pat, and Derozet Sok. "Investigating the Situation for Children with Autism and Their Families in Cambodia." Education Sciences 13, no. 6 (May 31, 2023): 565. http://dx.doi.org/10.3390/educsci13060565.

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Following periods of conflict and instability during the oppressive regime of the Khmer Rouge (1975–1978) and the period of Vietnamese occupation (1978–1992), the Kingdom of Cambodia has adopted policies and initiatives that aim to ensure greater equity and stability across all services in the country as a signatory to international agreements for the promotion of universal primary education (United Nations 2015). The education of children with disabilities continues to present challenges to both policy makers and service providers in Cambodia, though government agencies have made a commitment and invested resources to improve facilities and increase awareness of the difficulties experienced by children and families. Previous studies of provision for children on the autism spectrum in Cambodia suggest that they are little understood and that many experience difficulties accessing appropriate services or support. However, these reports have often been based on localised small-scale studies and have not provided a broader national perspective of the situation. A national analysis of the situation for persons with autism was conducted to provide a more detailed picture of the experiences of children with autistic spectrum disorders and their families. Data were collated using focus groups and interviews with service users and providers from a purposive stratified sample across the country. The findings reveal that a limited awareness and understanding of autism amongst both professionals and the general public has limited opportunities for development. Education facilities and expertise are limited, and access to therapeutic and specialist medical provision is poor. The pervasive nature of poverty has been a major contributory factor in the slow development of and accessibility to services to this population. A number of recommendations have been made and are being used to shape future policies for children with autism and their families in Cambodia.

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Gómez-Marí, Irene, Pilar Sanz-Cervera, and Raúl Tárraga-Mínguez. "Teachers’ Attitudes toward Autism Spectrum Disorder: A Systematic Review." Education Sciences 12, no. 2 (February 18, 2022): 138. http://dx.doi.org/10.3390/educsci12020138.

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(1) Teachers’ attitudes toward the inclusion of students with autism spectrum disorder (ASD) in mainstream schools influence daily educational practices. Depending on whether these attitudes are favorable or not, inclusive education could be fully or partially reached. This systematic review aims to analyze teachers’ attitudes toward ASD and to determine the variables that moderate them. (2) We conducted a systematic review in WoS, Scopus, and PsycINFO databases, obtaining an amount of 16 studies included in this review. (3) The results revealed inconclusive levels in teachers’ attitudes: Some of the teachers reported positive attitudes, some neutral, and some negative. (4) Among the variables that probably moderate attitudes, we found knowledge, experience, training, and gender. Future research and implications for pre-service and in-service teachers, school administrators, and policy makers are suggested.

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Qian, Mengcen, Shin-Yi Chou, and Ernest K. Lai. "Confirmatory bias in health decisions: Evidence from the MMR-autism controversy." Journal of Health Economics 70 (March 2020): 102284. http://dx.doi.org/10.1016/j.jhealeco.2019.102284.

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Lavelle, Tara A., Milton C. Weinstein, Joseph P. Newhouse, Kerim Munir, Karen A. Kuhlthau, and Lisa A. Prosser. "Parent Preferences for Health Outcomes Associated with Autism Spectrum Disorders." PharmacoEconomics 37, no. 4 (March 21, 2019): 541–51. http://dx.doi.org/10.1007/s40273-019-00783-8.

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Lüddeckens, Johanna, Lotta Anderson, and Daniel Östlund. "Principals' perspectives of inclusive education involving students with autism spectrum conditions – a Swedish case study." Journal of Educational Administration 60, no. 2 (December 10, 2021): 207–21. http://dx.doi.org/10.1108/jea-02-2021-0022.

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PurposeThe aim of this case study is to describe what commitment and actions are needed in the Swedish school so that principals — within the Swedish school policy framework and with the goal of creating an inclusive school culture and practice — can positively affect schooling for students with disabilities, with a particular focus on students with autism spectrum conditions (ASC). Three research questions guide the study: (1) What commitment and actions do principals consider important for developing an inclusive school for all students, with a particular focus on students with ASC? (2) How do the principals reflect on their own leadership in the development of inclusive education, with a particular focus on students with ASC? (3) Based on the results, what are the implications of the study in practice?Design/methodology/approachAs part of a three-step data collection method, a snowball sampling was conducted in which n = 6 principals were initially interviewed and the data analyzed by an inductive thematic content analysis.Findings(1) Certain structures are needed when planning how to develop mutual values when organizing an inclusive school involving students with ASC, (2) the principals could, at times, feel a sense of loneliness in relation to their superiors and decision-makers and (3) more accountability from educators and greater consideration for the student perspective in decision-making are needed.Practical implicationsIt was found that (1) certain structures are needed when planning how to develop mutual values when organizing an inclusive school involving students with ASC, (2) the principals could, at times, feel a sense of isolation in relation to their superiors and decision-makers and (3) more accountability from educators and greater consideration for the student perspective in decision-making are needed.Originality/valueIndex for inclusion and elements from the inclusive leadership model were used in the data collection and analysis.

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Sohl, K., R. Kilian, A. Curran, M. Mahurin, V. Nanclares-Nogués, and S. Taraman. "MT23 Assessing the Feasibility and Impact of Integrating an Artificial Intelligence-Based Autism Spectrum Disorder Diagnostic Aid into the Primary Care Echo Autism Stat Model: Study Protocol." Value in Health 25, no. 7 (July 2022): S536. http://dx.doi.org/10.1016/j.jval.2022.04.1302.

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O’Neill, Claire, and Neil Kenny. "“I Saw Things through a Different Lens…”: An Interpretative Phenomenological Study of the Experiences of Autistic Teachers in the Irish Education System." Education Sciences 13, no. 7 (June 30, 2023): 670. http://dx.doi.org/10.3390/educsci13070670.

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This Autistic-led phenomenological qualitative study explores the experiences of Autistic Teachers in the Irish Education system. While autism has received attention in Irish educational research, it is notable that Autistic teachers are under-researched. This study was conducted by an Autistic teacher-researcher and used Interpretative Phenomenological Analysis to design and conduct semi-structured interviews with four Autistic teachers to address this significant gap in the literature. In the findings, participants described strengths including using monotropism advantageously in their teaching and the ability to form strong and empathetic relationships with their pupils. Experiences with colleagues were often influenced by a lack of autism-related understanding and sometimes stigma and negative biases. The physical, sensory, and organisational environments of schools had an overall negative impact on participants’ experiences. Recommendations resulting from the study include a need to increase whole school knowledge of autism and to encourage neurodivergent-friendly environments. The findings suggest that increased awareness is needed across the Irish education system including initial teacher education (ITE), professional development (PD), and support services. What support to provide, how to provide it, and to whom provide support to are areas for future study emerging from the research. Findings have implications for future practice, policy, and research.

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Nord, Derek, Kristin Hamre, and John Andresen. "The Effects of Health Insurance Coverage on Workforce Engagement of Family Caregivers of Children With Intellectual Disability and Autism." American Journal on Intellectual and Developmental Disabilities 129, no. 1 (December 27, 2023): 10–25. http://dx.doi.org/10.1352/1944-7558-129.1.10.

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Abstract For many families of children with intellectual disability and autism (ID/ASD), private health insurance and public programs, such as Medicaid and the Children’s Health Insurance Program (CHIP), are critical sources of support. The purpose of this study was to examine the impact of health insurance coverage on workforce engagement of parents of children with ID/ASD. The study utilized 2014–2018 pooled National Health Interview Survey data to construct national estimates and test the effects of health insurance status on parent workforce outcomes. Primary findings indicate significantly higher odds of workforce absence (OR = 2.83, p < .0038) and unemployment (OR = 8.91, p < .0038) among parents with children with ID/ASD using public health insurance, compared to the reference group. Additionally, parents of children with ID/ASD who were uninsured were found to experience significantly higher unemployment (OR = 4.86, p < .0038) than the reference group. Findings have policy and research implications related to workforce engagement for parents, including issues impacting health insurance coverage, specifically related to Medicaid and CHIP.

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Mantzikos, Constantinos Ν., Christina Σ. Lappa, Vasiliki Siamanta, and Zoe Charoumenou. "Η αξιολόγηση της δομής της Παράλληλης Στήριξης από τους γονείς παιδιών με Διαταραχή Αυτιστικού Φάσματος." Preschool and Primary Education 6, no. 2 (November 20, 2018): 144. http://dx.doi.org/10.12681/ppej.15889.

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The aim of this quantitative research was to research the opinions of the structure and function of Parallel Support (P.S.) by parents with children on the autism spectrum. Through random sampling, the sample of the study consisted of 185 parents [148 (80.0%) female and 37 (20.0%) male]. The data of the questionnaire were analysed via descriptive and inferential statistics (SPSS version 21). Parents with children on the autism spectrum positively evaluated the attendance of their children in the general education classes, as well as the meetings with the teachers. They moderately evaluated teachers' support in home-related issues the children might deal with. On the other hand, the recruitment process of special education teachers and the inadequate information of the Diagnostic and Support Centres concerning the kind of school that their children should attend and the function of the P.S. were negatively evaluated. Finally, there were also some dependent variables that affected parents’ answers, such as education, professional level, financial situation, place of residence, student’s school (Public or Private P.S.), as well as elementary and secondary level. In conclusion, parents pointed out that the P.S. has significant benefits to the behavioural and educational level of their children. However, their evaluations have shown that the educational policy of inclusion is not thoroughly implemented.

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Vohra, R., S. Madhavan, and U. Sambamoorthi. "Difficulty using services for caregivers of children with autism spectrum disorders (ASD)." Value in Health 16, no. 3 (May 2013): A67—A68. http://dx.doi.org/10.1016/j.jval.2013.03.1614.

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Journal articles on the topic 'Public policy on autism'

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