How Lack of Services Providers Affect the Overall Development of Students with Autism?

Annotated Bibliography Your name Subject and section Professor’s Name Date Primary Sources for the Topic Babalola, T., Sanguedolce, G., Dipper, L., & Botting, N. (2024). Barriers and Facilitators of Healthcare Access for Autistic Children in the UK: a Systematic Review. Review Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s40489-023-00420-3 Using a systematic review, The authors from the City and University of London assess the access to health care by autistic children in the United Kingdom. From the text, some authors clearly outline challenges, knowledge, organization, and opportunities (i.e., autism-friendly communication and individualized care). Designed for healthcare professionals, policymakers, and researchers, the study uses methods and PRISMA guidelines for analysis. The conclusion highlights the need to reduce health inequalities and significantly improve care for children with autism. Subsequently, the systematic review presents fundamental knowledge gaps regarding developing effective and appropriate autism-specific healthcare policies and interventions (Babalola et al., 2024). Gelbar, N., Cascio, A., Madaus, J., & Reis, S. (2022). Accessibility service providers’ perceptions of college students with autism spectrum disorder. Frontiers in EducationEducation, 7. https://doi.org/10.3389/feduc.2022.994527 Based on a study by the University of Connecticut by Gelbar et al. (2022), a special focus represents qualitative research that reveals the challenges and the support from the opinions of the ASPs concerning the success of college students with ASD. The authors collected quantitative data from 147 college ASPs through a cross-sectional survey with descriptive statistics and qualitative analysis. Consequently, self-regulation, self-advocacy, and social skills emerged as powerful enablers, while barriers included self-regulation/s Self-advocacy/social skills, anxiety/e, and social isolation. For educators, the disability service staff, and policymakers who manage students with ASD, the study will offer insights into assisting learners with the disability. According to the authors, to improve students' self-reliance and success in college, self-determination skills should be taught systematically to students with ASD before they join college. This research highlights the need for supported, targeted intervention and staff development to cultivate more inclusive postsecondary education. Hasson, L., Keville, S., Gallagher, J., Onagbesan, D., & Ludlow, A. K. (2024). Inclusivity in EducationEducation for autism spectrum disorders: Experiences of support from the perspective of parent/carers, school teaching staff, and young people on the autism spectrum. International Journal of Developmental Disabilities, 70(2), 201–212. https://doi.org/10.1080/20473869.2022.2070418 Authors from the Department of Psychology of different prestigious organizations wrote this paper by Hasson et al. (2024). This study explores parents', teachers', and students' perceptions of autism in mainstream UK schools. Employing a qualitative thematic approach, the authors surveyed 24 participants–parents, teachers, head teachers, and children. The findings indicate that system incapabilities that include low resources, inadequate professional development of teachers, and communication problems are the main challenges to support with poor quality of life and learning among students with autism. Hence, the results have established the necessity of extensive changes in the approaches used within the educational systems, the enhancement of resources, and the necessity for special training among educators to improve educational and social achievements. The article is designed for educators, policy leaders, and parents of children with autism spectrum disorders; the focus is made on the need for timely, consistent intervention to ensure that children are included in school and reduce pressure on families and staff. Suhrheinrich, J., Melgarejo, M., Root, B., Aarons, G. A., & Brookman-Frazee, L. (2021). Implementation of school-based services for students with autism: Barriers and facilitators across urban and rural districts and phases of implementation. Autism: the international journal of research and practice, 25(8), 2291–2304. https://doi.org/10.1177/13623613211016729 Scholars from San Diego State University and the University of California describe the challenges and enablers for using evidence-based practices for learners with Autism Spectrum Disorder in urban and remote learning institutions. This study explores personnel-related and organizational factors, and 33 participants, school-based service providers, engage in qualitative focus groups. These groups are analyzed using the EPIS Exploration, Preparation, Implementation, and Sustainment framework. Significant barriers include staff shortage, fatigue, and rather low administrative support, while firm leadership and training were the most notable enablers. Specific features of urban and rural districts are examined, including the availability of assets and professional training. In conclusion, it can be suggested that this paper, targeted at educators, policymakers, and researchers, will contribute to understanding how these disparities can effectively increase the sustainability of EBPs and benefit students with ASD (Suhrheinrich et al., 2021). Wei, X., Wagner, M., Christiano, E. R. A., Shattuck, P., & Yu, J. W. (2013). Special Education Services Received by Students With Autism Spectrum Disorders From Preschool Through High School. The Journal of Special Education, 48(3), 167–179. https://doi.org/10.1177/0022466913483576 Special education teachers and researchers Eckert and Ruvalcaba outline student participation in special education services of students with ASDs using three national longitudinal studies. They evaluate differences in the provision of services in terms of age, disability, the severity of disablement, and other factors. Analyzing the raw data scientifically, the study flags service gaps and pinpoints the most frequently and least offered services. This article's target audience includes educators, policymakers, and researchers. Age changes, service disparity, and inequality stand out as directions for support needs directions for support with conclusions suggesting that tailored strategies should be developed to support the groups that are often neglected (Wei et al., 2013). Primary Articles on the First Variable Becerra, T. A., Massolo, M. L., Yau, V. M., Owen-Smith, A. A., Lynch, F. L., Crawford, P. M., Pearson, K. A., Pomichowski, M. E., Quinn, V. P., Yoshida, C. K., & Croen, L. A. (2017). A Survey of Parents with Children on the Autism Spectrum: Experience with Services and Treatments. The Permanente journal, 21, 16–19. https://doi.org/10.7812/TPP/16-009 In this paper, Becerra et al. (2017) attempt to understand the attitudes of parents of children with ASD regarding services and treatment. The research recruited 1,155 parents with racially diverse children with ASD using a web-based survey in four regions of Kaiser Permanente. According to the results, families commonly employed IEPs (85%) and speech (60%)/occupational (55%) therapies, [OR 2.3, 95% CI 1.7 to 3.1], [OR 1.9, 95% CI 1.5 to 2.4]. Accordingly, the study under discussion revealed that such important difficulties in caring for patients include rhythm disturbance and financial stress. The authors highlight an inadequate supply of and demand for effective ASD services. This work is intended for healthcare professionals and policymakers to enhance advice on support systems. Kendra McPherson held an Educational Specialist degree in Psychology at Utah State University at the time of writing her thesis, revealing that families frequently utilized Individualized Education Programs (85%), speech therapy (60%), and occupational therapy (55%). The study highlighted significant caregi...