000			02035cam a2200265 4500500
005			20250121045311.0
041			_afre
042			_adc
100	1	0	_aBriet, Gaëtan _eauthor
700	1	0	_a Le Maner-Idrissi, Gaïd _eauthor
700	1	0	_a Seveno, Tanguy _eauthor
700	1	0	_a Le Sourn-Bissaoui, Sandrine _eauthor
245	0	0	_aEvolution during and after an inclusive preschool classroom: An analysis of individual trajectories for four students with autism spectrum disorder
260			_c2022.
500			_a65
520			_aThe goal of the present study is to evaluate the developmental trajectories of four children with ASD, from the beginning of their inclusive education in an innovative preschool classroom until the first months after they leave this kind of class. For all participants, analysis of individual trajectories showed a decrease in autistic behaviors during their first months in the inclusive preschool classroom. All children also made progress in cognitive, language, motor and imitative skills. Despite a variety of exit orientations and a large variability between the children’s trajectories, these progresses seem to continue after they leave the inclusive classroom. Finally, an examination of individual profiles suggests that the schooling pathway and outcome after leaving the inclusive classroom could be linked with the children’s initial clinical characteristics. The implications of this study are discussed with a view to optimizing the implementation of this type of inclusive classroom and promoting the continuity of schooling pathways for students with ASD.
690			_adevelopmental trajectories
690			_aearly inclusive education
690			_aautism spectrum disorder
690			_adevelopmental trajectories
690			_aearly inclusive education
690			_aautism spectrum disorder
786	0		_nDevenir | 33 | 4 | 2022-01-03 | p. 265-286 | 1015-8154
856	4	1	_uhttps://shs.cairn.info/journal-devenir-2021-4-page-265?lang=en&redirect-ssocas=7080
999			_c461976 _d461976