Dual Identification: Trajectories to English Proficiency for English Learners with Autism Spectrum Disorder.

Fernanda A CastellónAlexandra SturmConnie Kasari

Published in: Journal of autism and developmental disorders (2023)

Students placed in segregated special education classrooms were significantly less likely to achieve English Language Proficient classification. The present study begins to illustrate the time to English proficiency of dually identified students and the potential impact it has on their educational opportunities.

Keyphrases

healthcare
high school
autism spectrum disorder
deep learning
depressive symptoms
quality improvement
risk assessment