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Journal of Autism and Developmental Disorders

Gepubliceerd in:

04-10-2018 | Original Paper

College Students’ Evaluations and Reasoning About Exclusion of Students with Autism and Learning Disability: Context and Goals may Matter More than Contact

Auteurs: Kristen Bottema-Beutel, So Yoon Kim, David B. Miele

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 1/2019

Abstract

This study used mixed-effects logistic regression to examine undergraduates’ (N = 142) evaluations and reasoning about scenarios involving disability-based exclusion. Scenarios varied by disability [autism spectrum disorder (ASD) versus learning disability (LD)], the context of exclusion (classroom versus social), and whether or not a grade was at stake. Participants were more likely to determine exclusion was acceptable if the excluded student had an ASD diagnosis, there was a grade at stake, and it occurred in a classroom. Exclusion was less likely to be considered acceptable in the “no grade” compared to the “grade” conditions for LD students, but remained high in both conditions for autistic students. This study also describes contextual variations in participants’ justifications for their evaluations.

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We use the term ‘exclusion’, but are referring to relatively passive acts of choosing not to invite someone to a social activity, as these likely characterize students’ experiences with disabled peers. This has been termed “failure to include” in previous research, but we find this term unwieldy and so use ‘exclusion’ instead.

We use identity-first language when referring to autistic individuals, as that is the stated preference of many members of this community (see Kenny et al. 2016). When referring to individuals with LD, we use person-first language that is the standard in special education in the United States.

To get an approximate indicator of the prevalence of each disability category on campus, we requested information from the disability services office. Out of an undergraduate population of more than 9000 students, two students received support services for ASD, while more than 250 received services for LD.

Analyses were conducted with and without these two participants, and results did not change.

Because this study was part of a larger project examining college students’ perceptions and reasoning about disability, portions of the interview are not reported here. The unreported portion of the interview was counterbalanced with the portion currently reported; however, we did not find any main effects of order when this variable was added to our primary analyses.

A copy of the full coding manual is available from the first author upon request.

Available from the first author upon request.

Interaction terms for Stakes × Side, and Context × Side were not included because models would not converge.

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Titel: College Students’ Evaluations and Reasoning About Exclusion of Students with Autism and Learning Disability: Context and Goals may Matter More than Contact
Auteurs: Kristen Bottema-Beutel
So Yoon Kim
David B. Miele
Publicatiedatum: 04-10-2018
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 1/2019
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-018-3769-5

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