Research on #InclusiveEducation. We're @GERONursing's Supporting Progressive Inclusive Child-centred Education (SPICE) lab @UBCNursing / E: [email protected]
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ALT Abstract A paucity of research explores the high school completion rates and earned credentials among students with various disabilities and learning exceptionalities. We fill this gap by conducting secondary data analyses of a longitudinal, population-based administrative database of individual educational records for 68,815 inclusive education students with assorted categories of support needs (‘designations’), followed longitudinally from Kindergarten (school entry, approximately 5/6 years of age) to Grade 12 (when students typically complete high school). Data spanned 19 years (1999/2000 to 2018/2019, inclusive), and were collected by the British Columbia Ministry of Education and Child Care (BC MEDCC) in Canada, who flagged individual student records with one of 12 designations they annually track for school district funding allotments. Specific objectives were, by designation: (1) to explore the specific high school leaving credential students earned; and (2) to investigate assoc
ALT Population-level gender-based analysis of the educational journeys of students with autism spectrum disorder in British Columbia, Canada by Jennifer Baumbusch https://orcid.org/0000-0003-3915-6881 [email protected], Jennifer EV Lloyd https://orcid.org/0000-0002-3173-3659, and Vanessa C Fong https://journals.sagepub.com/doi/10.1177/13623613251345532
ALT Population-level gender-based analysis of the educational journeys of students with autism spectrum disorder in British Columbia, Canada Jennifer Baumbusch, Jennifer EV Lloyd, Vanessa C Fong Abstract Research examining the impact of gender on educational outcomes in autistic students has been sparse. To address this gap, this study investigated the educational journeys of students with autism spectrum disorder in British Columbia, Canada. We examined (1) the time it takes for students to receive an initial autism spectrum disorder designation; and the frequency and percentage of students who (2) stay longitudinally in the Kindergarten-to-Grade 12 school system; (3) complete high school and the credential earned; and (4) proceed to public post-secondary education within British Columbia. We conducted secondary analyses of administrative data. The autism spectrum disorder student population was divided into eight longitudinal cohorts with a combined final sample size of 4282 students w
ALT Map of the world
ALT From Kindergarten to Post-Secondary: Educational Journeys of British Columbia’s Students with Disabilities & Learning Exceptionalities by Jennifer E.V. Lloyd and Jennifer Baumbusch
ALT From Kindergarten to Post-Secondary: Educational Journeys of British Columbia’s Students with Disabilities & Learning Exceptionalities by Jennifer E.V. Lloyd and Jennifer Baumbusch
ALT Map of the world
ALT From Kindergarten to Post-Secondary: Educational Journeys of British Columbia’s Students with Disabilities & Learning Exceptionalities by Jennifer E.V. Lloyd and Jennifer Baumbusch
ALT Key findings from From Kindergarten to Post-Secondary : Educational Journeys of British Columbia's Students with Disabilities and Learning Exceptionalities by Jennifer EV Lloyd and Jennifer Baumbusch
ALT Designations Most and Least Likely to Stay in the K-12 School System Longitudinally Over Time: The three designations in the study population most likely to stay longitudinally over time in K-12: 1. Designation P: Gifted (95.8%) 2. Designation Q: Learning Disabilities (89.1%) 3. Designation G: Autism Spectrum Disorder (ASD) (88.8%) The three designations in the study population least likely to stay longitudinally over time in K-12: 1. Designation H: Intensive Behaviour Interventions / Serious Mental Illness (72.4%) 2. Designation A: Physically Dependent (73.3%) 3. Designation R: Moderate Behaviour Support / Mental Illness (77.6%) from From Kindergarten to Post-Secondary: Educational Journeys of British Columbia’s Students with Disabilities and Learning Exceptionalities Jennifer E.V. Lloyd, PhD & Jennifer Baumbusch, PhD, RN