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This study assesses the causal effect of school retention strategies on the probability of school dropout in Medellin, Colombia. The probit model is estimated using microdata on enrollment published by the Ministry of National Education and data on beneficiaries of school retention programs, year 2019. Three impact evaluation methods are employed to obtain the counterfactual group of each school retention program: Self- Selected Comparisons, Propensity Score Matching, and Endogenous Treatment-Effects. Results from the latter method show that the probability of school dropout is lower for students enrolled in the School Meals Program, School Transportation Program, or Complementary School Day Program, compared to the counterfactual groups, by -1.0 pp, -3.17 pp, and -2.97 pp, respectively. However, the study finds heterogeneous effects around school retention programs, which are explained by students’ social class, nationality, and sex. Este estudio evalúa el efecto de las estrategias de retención escolar sobre la probabilidad de deserción estudiantil en Medellín, Colombia. El modelo probit se estima utilizando microdatos de matrícula consolidados por el Ministerio de Educación Nacional y datos de beneficiarios de programas de retención escolar, año 2019. Los resultados muestran que los estudiantes con acceso al Programa de Alimentación Escolar, Programa de Transporte Escolar, o Programa de Jornada Escolar Complementaria reducen la probabilidad de deserción escolar en -1.0 pp, -3.17 pp, y -2.97 pp, respectivamente. Sin embargo, el estudio encuentra efectos heterogéneos significativos en torno a los programas de retención escolar que se explican por la clase social, la nacionalidad y el sexo de los estudiantes. Neste estudo, avalia-se o efeito das estratégias de permanência escolar sobre a probabilidade de evasão escolar dos estudantes em Medellín, Colômbia. O modelo probit é estimado usando microdados sobre matrículas consolidadas pelo Ministério da Educação Nacional e dados sobre beneficiários de programas de permanência escolar, de 2019. Os resultados mostram que os estudantes com acesso ao Programa de Alimentação Escolar, ao Programa de Transporte Escolar ou ao Programa de Jornada Escolar Complementar reduzem a probabilidade de abandono escolar em -1,0 p.p., -3,17 p.p. e -2,97 p.p., respectivamente. No entanto, no estudo, encontram-se efeitos heterogêneos significativos em torno dos programas de permanência escolar que são explicados pela classe social, nacionalidade e gênero dos estudantes.

Der ab dem Schuljahr 2026/27 in Kraft tretende Rechtsanspruch auf ein Ganztagsangebot für Kinder im Grundschulalter wirft Fragen in Bezug auf die bedarfsgerechte Planung und Gestaltung dieser Angebote auf. In diesem Beitrag werden neben den strukturellen Fragen der Angebotsverfügbarkeit und der zeitlichen Passungen vor allem auch Erwartungen an die inhaltliche Ausgestaltung des Ganztags anhand aktueller Elternbefragungsdaten analysiert. Dabei wird neben Befunden der KiBS-Elternbefragung der bisherige Forschungsstand zur Sicht von Kindern auf ganztägige Angebote herangezogen, um bedarfsseitige Ausgestaltungsaspekte umfassender betrachten und abschließend sowohl aus Eltern- als auch aus Kindersicht bilanzieren zu können.

Routinely collected data help estimate the prevalence of autism spectrum disorder (ASD) in jurisdictions without active autism surveillance. We created a population-based cohort of 1,211,834 children born in 2002–2015 in New South Wales, Australia using data linkage. Children with ASD were identified in three datasets – disability services, hospital admissions, and ambulatory mental health data. The prevalence of ASD in the cohort was 1.3% by age 12 and prevalence at age 6 increased an average of 4.1% per year (95% Confidence Interval, 3.3%, 4.8%). Most children with ASD were identified in disability services data (87%), although data linkage identified 1,711 additional cases that were more likely female, older at first contact, and living in major cities and less disadvantaged areas.

A recent study documented the efficacy of the Early Start Denver Model (ESDM) delivered in a 1:1 fashion. In the current study we investigated the effectiveness and feasibility of the ESDM in the context of a long-day care community service, with a child-staff ratio of 1:3. Outcomes of 27 preschoolers with ASD undergoing 15–25 h per week of ESDM over 12 months were compared to those of 30 peers with ASD undergoing a different intervention program delivered in a similar community long-day care service. Children in both groups made gains in cognitive, adaptive and social skills. Participants in the ESDM group showed significantly higher gains in developmental rate and receptive language.

This report describes the post-high school educational and occupational activities for 66 young adults with autism spectrum disorders who had recently exited the secondary school system. Analyses indicated low rates of employment in the community, with the majority of young adults (56%) spending time in sheltered workshops or day activity centers. Young adults with ASD without an intellectual disability were three times more likely to have no daytime activities compared to adults with ASD who had an intellectual disability. Differences in behavioral functioning were observed by employment/day activity group. Our findings suggest that the current service system may be inadequate to accommodate the needs of youths with ASD who do not have intellectual disabilities during the transition to adulthood.

The extended-day school program and whole-day classes are increasingly present in primary schools in Croatia, including the city of Split. For this reason, its realization is a frequent topic of discussion among key stakeholders in the country. Socioeconomic aspects of the program include questions about the structure of enrolled students and about the effectiveness of the program. The aim of this article is to research the socioeconomic aspects of the extended-day program and whole-day classes within primary schools in the city of Split, Croatia, from the perspective of teachers who work in the program. The changes within the school system due to the introduction of the experimental whole-day school pilot program were also analyzed. Through the set goals, the role of teachers in the program and their satisfaction with the program itself, as well as the socioeconomic structure of the students included in the program, were researched. The research was conducted from June to September 2023 using the methods of content analysis and semi-structured interviews. The results of the research show that teachers are highly satisfied with the implementation of the program. The structure of enrolled children is most often related to the financial capabilities of the parents. The findings of analyzed media articles indicated the negative perspectives of the interested public regarding the introduction of an experimental program of whole-day school from the 2023/2024 school year. The intention of introducing the program in as many schools as possible should reduce socioeconomic inequalities and improve working conditions in Croatian schools.

Investigating social participation of young adults with an autism spectrum disorder (ASD) is important given the increasing number of youth aging into young adulthood. Social participation is an indicator of life quality and overall functioning. Using data from the National Longitudinal Transition Study 2, we examined rates of participation in social activities among young adults who received special education services for autism (ASD group), compared to young adults who received special education for intellectual disability, emotional/behavioral disability, or a learning disability. Young adults with an ASD were significantly more likely to never see friends, never get called by friends, never be invited to activities, and be socially isolated. Among those with an ASD, lower conversation ability, lower functional skills, and living with a parent were predictors of less social participation.

In the United States, employment outcomes for young adults with an autism spectrum disorder (ASD) are poor, with many unemployed, underemployed, or otherwise unable to achieve their potential regardless of cognitive ability. To explore employment expectations and experiences, qualitative interviews were conducted with 12 young adults with ASD and 28 parents. Transcripts were analyzed using the constant comparative method associated with a grounded theory approach. Three major themes emerged: Employment Aspirations and Potential , Challenges of Job Finding and Keeping , and Differing Parent and Young Adult Work-Related Roles and Views . Issues discussed include the need to foster meaningful pre-employment opportunities, acknowledge the role of families in employment issues, provide ASD-focused workplace support, and effectively coordinate intersecting systems (e.g., schools, agencies, employers).

This study’s aim was to examine the impact of pandemic emergency Home- and Community-Based Services (HCBS) payments on the continuity and security of people with intellectual and developmental disabilities (IDD). Using a multilevel logistic regression, we analyzed secondary Personal Outcome Measures interviews from 738 people with IDD (March 2020 through April 2022), and state pandemic emergency HCBS payment data from 16 states. The odds of people with IDD experiencing continuity and security during the pandemic increased by 3% for every 1% states increased their payment rates, and by 398% when states offered retainer payments. Increased reimbursement rates and retainer payments can help providers maintain operations and promote the continuity and security of people with IDD.