Identifying the Associated Factors of Mediation and Due Process in Families of Students with Autism Spectrum Disorder

Meghan M. Burke, Samantha E. Goldman

Research output: Contribution to journalArticle

Abstract

Compared to families of students with other types of disabilities, families of students with autism spectrum disorder (ASD) are significantly more likely to enact their procedural safeguards such as mediation and due process. However, we do not know which school, child, and parent characteristics are associated with the enactment of safeguards. For this study, 507 parents of students with ASD responded to a national web-based survey. Parents who filed for due process or mediation were more likely to advocate for their child, have poor family-school partnerships, and have greater household incomes. Parents were also more likely to utilize their safeguards if their children were older, experiencing more internalizing behaviors, and educated in segregated placements. Implications for research and practice are discussed.

Original languageEnglish (US)
Pages (from-to)1345-1353
Number of pages9
JournalJournal of Autism and Developmental Disorders
Volume45
Issue number5
DOIs
StatePublished - May 1 2015

Keywords

  • Advocacy
  • Family-school partnership
  • Inclusion
  • Internalizing behaviors
  • Litigation
  • School

ASJC Scopus subject areas

  • Developmental and Educational Psychology

Fingerprint Dive into the research topics of 'Identifying the Associated Factors of Mediation and Due Process in Families of Students with Autism Spectrum Disorder'. Together they form a unique fingerprint.

  • Cite this