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Longitudinal Transition Between Regular and Special Education in Autistic Children: Predictors and Policy Effects.

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Title: Longitudinal Transition Between Regular and Special Education in Autistic Children: Predictors and Policy Effects.
Authors: van den Helder, Chantal, Plak, Rachel, Meeter, Martijn, Begeer, Sander
Source: Journal of Autism & Developmental Disorders. Aug2025, Vol. 55 Issue 8, p2651-2662. 12p.
Subjects: Intellect, Government policy, Research funding, Autism, Internship programs, Affinity groups, Students with disabilities, Mainstreaming in special education, Longitudinal method, Behavior disorders in children, Transitional programs (Education), Special education schools, Asperger's syndrome, Special education, Interpersonal relations, Psychosocial factors
Geographic Terms: Netherlands
Abstract: Inclusive education policies stimulate children with special educational needs, including autism, to attend regular education. We aimed to explore change over time in school placement and transitions of autistic children since the introduction of an inclusive education policy in the Netherlands (2014) and to examine the role of individual child characteristics. This study used longitudinal data from 2013 to 2021 on autistic children (N = 1463, aged 5–16 years). We expected an increase in regular school placements and transitions to regular schools. Surprisingly, the proportion of children with autism in regular schools slightly decreased. Special school placement was more likely for boys and autistic children with lower intelligence scores, co-occurring conditions or behavioral and peer relation problems. Younger autistic children and those with lower intelligence scores more often transferred from a regular to a special school. The opposite transition was more common in older autistic children and those with higher intelligence scores. The likelihood of special-to-regular transitions did not change, but regular-to-special transitions were more prevalent during the years just after the policy change than in later years. The inclusive policy had little impact on the school placement, and at most led to a delayed drop in referrals to special schools. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Autism & Developmental Disorders is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Longitudinal Transition Between Regular and Special Education in Autistic Children: Predictors and Policy Effects.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Autism+%26+Developmental+Disorders%22">Journal of Autism & Developmental Disorders</searchLink>. Aug2025, Vol. 55 Issue 8, p2651-2662. 12p.
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  Data: Inclusive education policies stimulate children with special educational needs, including autism, to attend regular education. We aimed to explore change over time in school placement and transitions of autistic children since the introduction of an inclusive education policy in the Netherlands (2014) and to examine the role of individual child characteristics. This study used longitudinal data from 2013 to 2021 on autistic children (N = 1463, aged 5–16 years). We expected an increase in regular school placements and transitions to regular schools. Surprisingly, the proportion of children with autism in regular schools slightly decreased. Special school placement was more likely for boys and autistic children with lower intelligence scores, co-occurring conditions or behavioral and peer relation problems. Younger autistic children and those with lower intelligence scores more often transferred from a regular to a special school. The opposite transition was more common in older autistic children and those with higher intelligence scores. The likelihood of special-to-regular transitions did not change, but regular-to-special transitions were more prevalent during the years just after the policy change than in later years. The inclusive policy had little impact on the school placement, and at most led to a delayed drop in referrals to special schools. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Autism & Developmental Disorders is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – Type: doi
        Value: 10.1007/s10803-024-06369-4
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      – Code: eng
        Text: English
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      Pagination:
        PageCount: 12
        StartPage: 2651
    Subjects:
      – SubjectFull: Intellect
        Type: general
      – SubjectFull: Government policy
        Type: general
      – SubjectFull: Research funding
        Type: general
      – SubjectFull: Autism
        Type: general
      – SubjectFull: Internship programs
        Type: general
      – SubjectFull: Affinity groups
        Type: general
      – SubjectFull: Students with disabilities
        Type: general
      – SubjectFull: Mainstreaming in special education
        Type: general
      – SubjectFull: Longitudinal method
        Type: general
      – SubjectFull: Behavior disorders in children
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      – SubjectFull: Transitional programs (Education)
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      – SubjectFull: Special education schools
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      – SubjectFull: Asperger's syndrome
        Type: general
      – SubjectFull: Special education
        Type: general
      – SubjectFull: Interpersonal relations
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      – SubjectFull: Psychosocial factors
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      – SubjectFull: Netherlands
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    Titles:
      – TitleFull: Longitudinal Transition Between Regular and Special Education in Autistic Children: Predictors and Policy Effects.
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            NameFull: van den Helder, Chantal
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            NameFull: Plak, Rachel
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            – D: 01
              M: 08
              Text: Aug2025
              Type: published
              Y: 2025
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