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C
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A
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titu
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I
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b
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Hea
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Sci
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Vo
l.
14
,
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3
,
Sep
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20
25
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[
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8
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R
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Per
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Dis
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lem
en
tatio
n
o
f
in
clu
s
iv
e
e
d
u
ca
tio
n
f
o
r
c
h
ild
r
en
with
a
u
tis
m
.
T
h
e
in
clu
s
io
n
o
f
ch
ild
r
en
wit
h
au
tis
m
in
m
ain
s
tr
ea
m
clas
s
r
o
o
m
s
o
f
ten
en
co
u
n
ter
s
b
ar
r
ie
r
s
s
u
ch
as
in
ad
eq
u
ate
teac
h
er
p
r
ep
a
r
atio
n
,
a
lac
k
o
f
s
p
ec
ialized
r
eso
u
r
ce
s
,
an
d
s
o
cial
s
tig
m
a.
Alth
o
u
g
h
ed
u
ca
t
o
r
s
an
d
p
ar
en
ts
g
en
er
ally
s
u
p
p
o
r
t
in
c
lu
s
io
n
,
th
e
ab
s
en
ce
o
f
well
-
d
ev
elo
p
ed
m
o
d
els
an
d
p
r
o
ce
d
u
r
es
f
o
r
e
f
f
ec
tiv
ely
in
teg
r
atin
g
ch
ild
r
en
with
au
ti
s
m
in
to
g
en
er
al
ed
u
ca
tio
n
cl
ass
r
o
o
m
s
r
em
ain
s
a
s
ig
n
if
ican
t
h
u
r
d
le.
R
esear
ch
h
ig
h
lig
h
ts
th
e
n
ee
d
f
o
r
s
p
ec
ialized
tr
ain
in
g
a
n
d
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t f
o
r
teac
h
er
s
to
cr
ea
te
tr
u
ly
in
clu
s
iv
e
en
v
ir
o
n
m
en
ts
.
Desp
ite
th
e
ch
a
llen
g
es,
in
clu
s
iv
e
e
d
u
ca
tio
n
o
f
f
er
s
s
u
b
s
tan
tial
b
en
e
f
its
f
o
r
c
h
ild
r
en
with
au
tis
m
,
p
ar
ticu
lar
ly
wh
en
s
u
p
p
o
r
te
d
b
y
ea
r
ly
d
ia
g
n
o
s
is
,
ea
r
ly
in
te
r
v
en
tio
n
,
a
n
d
ac
tiv
e
p
a
r
en
tal
in
v
o
lv
em
e
n
t
[
1
0
]
–
[
1
2
]
.
Ma
in
s
tr
ea
m
class
r
o
o
m
s
ca
n
p
r
o
v
id
e
h
i
g
h
er
lev
els
o
f
s
o
cial
s
u
p
p
o
r
t
an
d
ed
u
ca
tio
n
al
asp
ir
atio
n
s
co
m
p
ar
ed
to
s
p
ec
ial
s
ch
o
o
ls
[
1
3
]
.
Ho
wev
er
,
th
e
s
u
cc
ess
o
f
in
clu
s
iv
e
e
d
u
ca
tio
n
f
o
r
ch
ild
r
en
with
au
tis
m
d
ep
en
d
s
o
n
th
e
d
ev
elo
p
m
en
t o
f
ef
f
ec
tiv
e
s
tr
ateg
ies,
b
est p
r
ac
tices,
an
d
tailo
r
ed
s
u
p
p
o
r
t sy
s
t
em
s
[
1
4
]
–
[
1
8
]
.
T
o
ad
d
r
ess
th
ese
ch
allen
g
es,
th
is
s
tu
d
y
e
x
am
in
es
th
e
in
clu
s
io
n
o
f
ch
ild
r
e
n
with
a
u
t
is
m
in
a
m
ain
s
t
r
ea
m
s
ch
o
o
l
s
ettin
g
,
g
u
id
ed
b
y
t
h
e
f
o
llo
win
g
r
esear
ch
q
u
esti
o
n
s
:
i)
Do
es
t
h
e
s
c
h
o
o
l
alig
n
with
t
h
e
cr
iter
ia
f
o
r
a
n
in
cl
u
s
iv
e
s
ch
o
o
l
as
d
ef
in
e
d
i
n
th
e
R
ig
h
ts
o
f
P
er
s
o
n
s
with
Dis
ab
ilit
ies
Act,
2
0
1
6
?;
ii)
H
o
w
h
as
th
e
im
p
lem
en
tatio
n
o
f
in
clu
s
i
o
n
p
o
licies
af
f
ec
ted
th
e
s
ch
o
o
l’
s
o
p
er
atio
n
s
,
p
a
r
ticu
lar
ly
i
n
class
o
r
g
an
izatio
n
an
d
co
n
d
u
ct?
;
iii)
D
o
es
th
e
s
ch
o
o
l’
s
ad
m
is
s
io
n
p
o
licy
a
d
h
er
e
to
th
e
p
r
in
cip
les
o
f
in
clu
s
io
n
o
u
tlin
e
d
in
t
h
e
R
ig
h
ts
o
f
Per
s
o
n
s
with
Dis
ab
il
ities
Act,
2
0
1
6
?
T
h
is
r
esear
ch
aim
s
to
b
r
id
g
e
e
x
is
tin
g
g
ap
s
in
u
n
d
e
r
s
tan
d
in
g
th
e
co
m
p
lex
ities
o
f
in
clu
s
iv
e
ed
u
ca
tio
n
f
o
r
ch
ild
r
e
n
with
au
tis
m
.
I
t
h
ig
h
lig
h
ts
b
o
th
th
e
b
e
n
ef
its
an
d
th
e
ch
allen
g
es
o
f
in
teg
r
atin
g
au
tis
tic
ch
ild
r
en
in
to
m
ain
s
tr
ea
m
s
ch
o
o
l
s
ettin
g
s
.
B
y
em
p
h
asizin
g
th
e
n
ee
d
f
o
r
co
m
p
r
e
h
en
s
iv
e
s
tr
ateg
i
es,
ev
id
en
ce
-
b
ased
b
est
p
r
ac
tices,
an
d
in
d
i
v
id
u
alize
d
s
u
p
p
o
r
t
s
y
s
tem
s
,
th
e
s
tu
d
y
s
ee
k
s
to
p
r
o
m
o
te
s
u
cc
ess
f
u
l
an
d
s
u
s
tain
ab
le
in
clu
s
io
n
.
2.
M
E
T
H
O
D
T
h
is
q
u
alitativ
e
ca
s
e
s
tu
d
y
em
p
lo
y
s
a
tr
ian
g
u
lated
ap
p
r
o
ac
h
to
ex
p
lo
r
e
th
e
in
clu
s
io
n
o
f
c
h
i
ld
r
en
with
au
tis
m
in
a
m
ain
s
tr
ea
m
s
ch
o
o
l,
f
o
c
u
s
in
g
o
n
th
e
p
er
s
p
ec
ti
v
es
o
f
k
ey
s
tak
eh
o
ld
er
s
s
u
c
h
as
th
e
p
r
in
cip
al,
teac
h
er
s
,
s
p
ec
ial
ed
u
ca
to
r
s
,
a
n
d
p
a
r
en
ts
.
T
h
e
r
esear
ch
aim
ed
to
ca
p
tu
r
e
th
e
co
m
p
lex
d
y
n
am
ics
o
f
in
cl
u
s
iv
e
ed
u
ca
tio
n
,
p
ar
ticu
lar
ly
with
th
e
im
p
lem
en
tatio
n
o
f
p
o
licies
o
u
tlin
ed
in
t
h
e
R
ig
h
ts
o
f
Per
s
o
n
s
with
Dis
ab
ilit
ies
Act,
2
0
1
6
.
T
o
a
d
d
r
ess
th
is
,
th
e
s
tu
d
y
em
p
lo
y
ed
a
m
u
lti
-
m
eth
o
d
d
ata
co
llectio
n
s
tr
ateg
y
,
co
m
b
in
in
g
in
ter
v
iews,
class
r
o
o
m
o
b
s
er
v
atio
n
s
,
an
d
d
o
cu
m
en
t
an
aly
s
is
to
g
ain
a
h
o
lis
tic
u
n
d
er
s
tan
d
in
g
o
f
th
e
s
u
b
ject.
T
h
e
s
tu
d
y
i
n
clu
d
ed
1
6
p
ar
ticip
an
ts
:
1
p
r
in
cip
al,
8
teac
h
er
s
,
3
s
p
ec
ial
ed
u
ca
to
r
s
,
an
d
4
p
ar
e
n
ts
o
f
ch
ild
r
e
n
with
au
tis
m
.
Par
ticip
an
ts
wer
e
s
elec
ted
th
r
o
u
g
h
p
u
r
p
o
s
iv
e
s
am
p
l
in
g
to
en
s
u
r
e
d
iv
er
s
e
p
er
s
p
ec
tiv
es.
Sam
p
le
s
ize
ad
eq
u
ac
y
was
d
eter
m
in
ed
b
as
ed
o
n
th
e
m
atic
s
atu
r
atio
n
,
as
s
u
p
p
o
r
ted
b
y
p
r
io
r
q
u
alitativ
e
s
tu
d
ies.
Satu
r
atio
n
is
an
im
p
o
r
tan
t
in
d
icato
r
th
at
a
s
am
p
le
is
ad
e
q
u
ate
f
o
r
th
e
p
h
e
n
o
m
e
n
o
n
s
tu
d
ied
th
at
d
ata
co
llected
h
av
e
ca
p
tu
r
ed
th
e
d
iv
er
s
ity
,
d
ep
t
h
,
an
d
n
u
a
n
ce
s
o
f
th
e
is
s
u
es
s
t
u
d
ied
–
an
d
th
er
e
b
y
d
em
o
n
s
tr
a
tes
co
n
ten
t
v
alid
ity
[
1
9
]
.
R
ea
ch
in
g
s
atu
r
atio
n
h
a
s
b
ec
o
m
e
a
cr
itical
co
m
p
o
n
e
n
t
o
f
q
u
alitativ
e
r
esear
ch
th
a
t
h
elp
s
m
ak
e
d
ata
co
llectio
n
r
o
b
u
s
t a
n
d
v
alid
[
2
0
]
.
2
.
1
.
Da
t
a
c
o
llect
io
n m
et
ho
d
T
o
en
s
u
r
e
a
n
u
an
ce
d
an
d
co
m
p
r
eh
en
s
iv
e
u
n
d
er
s
tan
d
in
g
o
f
in
clu
s
io
n
p
r
ac
tices,
th
e
s
tu
d
y
u
tili
ze
d
th
r
ee
m
ain
d
ata
co
llectio
n
m
e
th
o
d
s
.
T
h
ese
in
clu
d
e
d
in
ter
v
i
ews
with
ed
u
ca
to
r
s
,
class
r
o
o
m
o
b
s
er
v
atio
n
s
,
an
d
d
o
cu
m
e
n
t
an
aly
s
is
o
f
s
ch
o
o
l
p
o
licies.
T
h
is
tr
ian
g
u
l
ated
ap
p
r
o
ac
h
allo
wed
f
o
r
a
m
o
r
e
in
-
d
ep
th
ex
p
lo
r
atio
n
o
f
h
o
w
in
clu
s
io
n
is
im
p
lem
e
n
ted
an
d
ex
p
er
ien
ce
d
i
n
r
ea
l
-
wo
r
ld
ed
u
ca
tio
n
al
s
ettin
g
s
.
2
.
1
.
1
.
Sem
i
-
s
t
ruct
ured
inte
rv
iews
In
-
d
ep
t
h
in
ter
v
iews
wer
e
co
n
d
u
cted
with
th
e
p
r
in
cip
al,
8
tea
ch
er
s
,
3
s
p
ec
ial
ed
u
ca
t
o
r
s
,
an
d
4
p
ar
en
ts
o
f
ch
ild
r
e
n
with
au
tis
m
as
s
h
o
wn
in
T
ab
le
1
f
o
r
p
ar
ti
cip
an
t
d
em
o
g
r
ap
h
ics
an
d
ch
ar
ac
ter
is
tics
.
T
h
ese
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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lic
Hea
lth
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8
8
0
6
I
n
clu
s
io
n
o
f
ch
ild
r
en
w
ith
a
u
t
is
m
in
a
ma
in
s
tr
ea
med
s
ch
o
o
l:
a
ca
s
e
s
tu
d
y
a
n
a
lysi
s
(
F
in
ita
Glo
r
y
R
o
y
)
1603
in
ter
v
iews
wer
e
d
esig
n
ed
to
allo
w
s
tak
eh
o
ld
er
s
to
s
h
ar
e
th
eir
in
s
ig
h
ts
o
n
h
o
w
in
cl
u
s
iv
e
p
r
ac
tices
ar
e
im
p
lem
en
ted
,
th
eir
ex
p
er
ie
n
c
es,
an
d
an
y
ch
allen
g
es
f
ac
e
d
(
attac
h
e
d
as
Ap
p
en
d
i
x
)
.
T
h
e
s
em
i
-
s
tr
u
ctu
r
e
d
f
o
r
m
at
p
r
o
v
id
e
d
f
lex
i
b
ilit
y
f
o
r
p
ar
ticip
an
ts
to
d
el
v
e
in
to
p
e
r
s
o
n
al
ex
p
er
ie
n
ce
s
wh
ile
allo
win
g
r
esear
ch
er
s
to
ad
d
r
ess
co
r
e
th
em
es
r
elate
d
to
th
e
r
esear
ch
q
u
esti
o
n
s
.
E
ac
h
in
ter
v
iew
last
ed
b
etwe
en
4
5
a
n
d
9
0
m
in
u
tes
an
d
was a
u
d
io
-
r
ec
o
r
d
ed
with
p
ar
ti
cip
an
ts
'
co
n
s
en
t.
T
r
an
s
cr
ip
tio
n
s
wer
e
m
ad
e
v
er
b
atim
to
en
s
u
r
e
d
ata
ac
cu
r
ac
y
.
T
ab
le
1
.
Dem
o
g
r
ap
h
ic
d
is
tr
ib
u
tio
n
an
d
c
h
ar
ac
ter
is
tics
o
f
p
ar
t
icip
an
ts
P
a
r
t
i
c
i
p
a
n
t
t
y
p
e
N
u
mb
e
r
o
f
p
a
r
t
i
c
i
p
a
n
t
s
G
e
n
d
e
r
R
o
l
e
/
r
e
l
a
t
i
o
n
s
h
i
p
I
n
t
e
r
v
i
e
w
d
u
r
a
t
i
o
n
(
R
a
n
g
e
)
A
d
d
i
t
i
o
n
a
l
n
o
t
e
s
P
r
i
n
c
i
p
a
l
1
F
e
mal
e
S
c
h
o
o
l
l
e
a
d
e
r
s
h
i
p
45
-
9
0
mi
n
u
t
e
s
P
r
o
v
i
d
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i
n
si
g
h
t
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r
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l
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si
o
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o
l
i
c
i
e
s
a
n
d
s
c
h
o
o
l
v
i
si
o
n
.
Te
a
c
h
e
r
s
8
6
F
e
m
a
l
e
,
2
M
a
l
e
C
l
a
s
sr
o
o
m
t
e
a
c
h
e
r
s
45
-
9
0
mi
n
u
t
e
s
R
e
p
r
e
se
n
t
i
n
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d
i
f
f
e
r
e
n
t
g
r
a
d
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s
,
sh
a
r
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d
c
l
a
ssr
o
o
m
i
n
c
l
u
si
o
n
e
x
p
e
r
i
e
n
c
e
s
.
S
p
e
c
i
a
l
e
d
u
c
a
t
o
r
s
3
3
F
e
m
a
l
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S
p
e
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i
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p
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a
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mp
l
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n
t
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I
EPs
f
o
r
c
h
i
l
d
r
e
n
w
i
t
h
a
u
t
i
sm.
P
a
r
e
n
t
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o
f
c
h
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l
d
r
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n
w
i
t
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sm
4
3
F
e
m
a
l
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,
1
M
a
l
e
P
a
r
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n
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o
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n
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scu
sse
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p
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r
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c
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s
a
n
d
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h
a
l
l
e
n
g
e
s
r
e
l
a
t
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d
t
o
t
h
e
i
r
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h
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d
’
s
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n
c
l
u
si
o
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.
To
t
a
l
p
a
r
t
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c
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t
s
16
M
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e
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V
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o
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s
45
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D
i
v
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e
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e
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p
e
c
t
i
v
e
s
o
n
i
n
c
l
u
si
o
n
p
r
a
c
t
i
c
e
s
a
n
d
c
h
a
l
l
e
n
g
e
s.
2
.
1
.
2
.
Cla
s
s
ro
o
m
o
bs
er
v
a
t
io
ns
R
esear
ch
er
s
co
n
d
u
cted
n
o
n
-
p
ar
ticip
an
t
o
b
s
er
v
atio
n
s
o
f
class
r
o
o
m
in
ter
ac
tio
n
s
to
ass
ess
r
ea
l
-
tim
e
p
r
ac
tices
r
elate
d
to
th
e
in
c
lu
s
io
n
o
f
ch
ild
r
e
n
with
au
t
is
m
.
Ob
s
er
v
atio
n
s
f
o
cu
s
ed
o
n
teac
h
e
r
-
s
tu
d
en
t
in
ter
ac
tio
n
s
,
th
e
u
s
e
o
f
in
d
iv
i
d
u
alize
d
s
u
p
p
o
r
t
s
tr
ateg
ies,
an
d
p
ee
r
d
y
n
am
ics.
A
d
etailed
o
b
s
er
v
atio
n
p
r
o
to
co
l
was
d
ev
elo
p
ed
to
en
s
u
r
e
co
n
s
is
ten
cy
ac
r
o
s
s
d
if
f
er
en
t
clas
s
r
o
o
m
s
an
d
was
u
s
ed
f
o
r
d
o
cu
m
en
tatio
n
.
E
ac
h
class
r
o
o
m
was
o
b
s
er
v
ed
o
n
th
r
ee
o
cc
asio
n
s
,
ea
ch
f
o
r
a
f
u
ll
d
ay
,
ca
p
tu
r
in
g
b
o
t
h
s
tr
u
ctu
r
e
d
lear
n
in
g
ac
tiv
ities
an
d
u
n
s
tr
u
ctu
r
ed
tim
es,
s
u
ch
as
lu
n
ch
b
r
ea
k
s
,
to
p
r
o
v
i
d
e
a
well
-
r
o
u
n
d
ed
v
iew
o
f
th
e
s
ch
o
o
l'
s
in
clu
s
io
n
p
r
ac
tices.
2
.
1
.
3
.
Ana
ly
s
is
o
f
s
cho
o
l po
licies a
nd
do
cum
ent
s
T
o
co
n
tex
tu
alize
th
e
o
b
s
er
v
e
d
in
clu
s
io
n
p
r
ac
tices,
a
th
o
r
o
u
g
h
e
x
am
in
atio
n
o
f
th
e
s
ch
o
o
l’
s
f
o
r
m
al
p
o
licies,
in
d
iv
id
u
alize
d
ed
u
c
atio
n
p
lan
s
(
I
E
Ps
)
,
an
d
o
th
e
r
r
elev
an
t
d
o
cu
m
en
tatio
n
wa
s
co
n
d
u
cted
.
T
h
is
d
o
cu
m
e
n
t
an
aly
s
is
s
o
u
g
h
t
t
o
u
n
co
v
er
h
o
w
th
e
s
ch
o
o
l'
s
i
n
s
titu
tio
n
al
f
r
am
ewo
r
k
s
s
u
p
p
o
r
ted
o
r
h
in
d
er
ed
in
clu
s
io
n
,
as
well
as
wh
eth
er
th
e
f
o
r
m
al
p
o
licies
wer
e
r
ef
lecte
d
in
d
ay
-
to
-
d
ay
p
r
ac
tices.
T
h
e
r
ev
iew
in
clu
d
ed
ad
m
is
s
io
n
p
o
licies,
s
taf
f
tr
ain
in
g
p
r
o
g
r
am
s
,
a
n
d
th
e
s
ch
o
o
l’
s
s
tr
ateg
ic
v
is
io
n
f
o
r
in
cl
u
s
iv
e
e
d
u
ca
tio
n
.
2
.
2
.
Da
t
a
a
na
ly
s
is
a
nd
decisi
o
n
-
m
a
k
ing
pro
ce
s
s
Data
an
aly
s
is
w
a
s
co
n
d
u
cted
u
s
in
g
th
em
atic
an
aly
s
is
to
id
en
tify
k
e
y
th
em
es
em
er
g
in
g
f
r
o
m
th
e
in
ter
v
iews,
o
b
s
er
v
atio
n
s
,
a
n
d
d
o
cu
m
en
t
r
e
v
iews.
T
h
e
p
r
o
ce
s
s
in
v
o
lv
ed
s
ev
er
al
s
tag
es,
in
clu
d
in
g
d
ata
f
am
iliar
izatio
n
,
co
d
i
n
g
,
th
e
m
e
d
ev
elo
p
m
en
t,
an
d
r
ef
i
n
em
en
t.
T
h
is
s
y
s
tem
atic
ap
p
r
o
ac
h
h
elp
ed
en
s
u
r
e
t
h
at
th
e
f
in
d
in
g
s
ac
c
u
r
ately
r
ef
lecte
d
t
h
e
p
a
r
ticip
an
ts
'
ex
p
er
ien
ce
s
a
n
d
th
e
co
n
tex
tu
al
r
ea
liti
es
o
f
in
clu
s
iv
e
ed
u
ca
tio
n
p
r
ac
tices.
2
.
2
.
1
.
Co
din
g
All
in
ter
v
iew
tr
an
s
cr
ip
ts
an
d
o
b
s
er
v
atio
n
n
o
tes
wer
e
co
d
e
d
u
s
in
g
a
co
m
b
in
atio
n
o
f
o
p
e
n
a
n
d
ax
ial
co
d
in
g
[
1
9
]
to
en
s
u
r
e
th
at
b
o
th
ex
p
ec
ted
an
d
e
m
er
g
en
t
th
e
m
es
wer
e
ca
p
tu
r
ed
.
T
o
e
n
h
an
ce
th
e
cr
ed
ib
ilit
y
o
f
th
e
an
aly
s
is
,
r
esear
c
h
er
s
in
d
ep
en
d
en
tly
co
d
ed
th
e
d
ata
b
ef
o
r
e
m
ee
tin
g
to
c
o
m
p
a
r
e
a
n
d
co
n
s
o
lid
ate
th
eir
f
in
d
in
g
s
.
T
h
is
co
llab
o
r
ativ
e
p
r
o
ce
s
s
s
u
p
p
o
r
ted
in
ter
-
c
o
d
er
r
eliab
ilit
y
an
d
s
tr
en
g
th
en
ed
th
e
o
v
er
all
v
alid
ity
o
f
th
e
th
em
atic
an
aly
s
is
.
2
.
2
.
2
.
T
ria
ng
ula
t
io
n
T
o
en
h
a
n
ce
th
e
v
alid
ity
o
f
t
h
e
f
in
d
in
g
s
,
d
ata
f
r
o
m
in
ter
v
ie
ws,
o
b
s
er
v
atio
n
s
,
a
n
d
d
o
cu
m
e
n
t
an
aly
s
is
wer
e
tr
ian
g
u
lated
.
T
h
is
allo
w
ed
r
esear
ch
er
s
to
c
r
o
s
s
-
v
er
if
y
in
f
o
r
m
atio
n
f
r
o
m
m
u
ltip
le
s
o
u
r
ce
s
an
d
id
en
tify
an
y
d
is
cr
ep
an
cies
o
r
co
n
s
is
te
n
t
p
atter
n
s
ac
r
o
s
s
d
if
f
er
en
t
f
o
r
m
s
o
f
d
ata.
Fo
r
in
s
tan
ce
,
in
s
ig
h
ts
f
r
o
m
teac
h
e
r
in
ter
v
iews a
b
o
u
t p
ee
r
in
ter
ac
ti
o
n
s
wer
e
co
m
p
a
r
ed
with
o
b
s
er
v
atio
n
al
d
ata
to
ass
ess
co
n
s
i
s
t
en
cy
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2
2
5
2
-
8
8
0
6
I
n
t J Pu
b
lic
Hea
lth
Sci
,
Vo
l.
14
,
No
.
3
,
Sep
tem
b
er
20
25
:
1
6
0
1
-
1
6
1
0
1604
2
.
2
.
3
.
I
nclus
io
n a
nd
ex
clu
s
io
n o
f
da
t
a
T
h
e
d
ec
is
io
n
to
in
clu
d
e
o
r
ex
clu
d
e
s
p
ec
if
ic
d
ata
was
b
ased
o
n
p
r
e
-
estab
lis
h
ed
cr
iter
ia,
p
r
im
ar
ily
f
o
cu
s
in
g
o
n
th
e
r
elev
an
ce
to
t
h
e
r
esear
ch
q
u
esti
o
n
s
an
d
th
e
co
m
p
leten
ess
o
f
th
e
d
ata.
Fo
r
ex
am
p
le,
i
n
ter
v
iews
w
h
er
e
p
ar
ticip
a
n
ts
p
r
o
v
i
d
ed
v
ag
u
e
o
r
ir
r
elev
a
n
t
r
esp
o
n
s
es
th
at
d
id
n
o
t
ad
d
r
ess
th
e
s
tu
d
y
’
s
co
r
e
f
o
c
u
s
wer
e
eith
er
p
ar
tially
ex
clu
d
ed
o
r
d
e
-
em
p
h
asized
in
th
e
an
al
y
s
is
.
Ad
d
itio
n
ally
,
class
r
o
o
m
o
b
s
er
v
atio
n
s
with
tech
n
ical
is
s
u
es (
e.
g
.
,
u
n
clea
r
au
d
io
r
ec
o
r
d
in
g
s
)
wer
e
ex
clu
d
ed
f
r
o
m
th
e
an
al
y
s
is
to
en
s
u
r
e
d
ata
q
u
ality
.
2.
3
.
L
o
ng
it
ud
ina
l a
pp
ro
a
ch
Data
co
llectio
n
o
cc
u
r
r
ed
o
v
er
a
s
ix
-
m
o
n
th
p
er
i
o
d
,
allo
win
g
f
o
r
a
lo
n
g
itu
d
in
al
ex
a
m
in
atio
n
o
f
ev
o
lv
in
g
in
clu
s
io
n
p
r
ac
tices.
T
h
is
ap
p
r
o
ac
h
e
n
ab
led
th
e
r
esear
ch
er
s
to
ca
p
tu
r
e
d
y
n
a
m
ic
s
h
if
ts
in
s
ch
o
o
l
o
p
er
atio
n
s
,
s
tak
eh
o
l
d
er
p
er
s
p
ec
tiv
es,
an
d
th
e
im
p
ac
t
o
f
i
n
c
lu
s
io
n
p
o
licies
o
v
er
tim
e.
B
y
r
ev
is
itin
g
th
e
s
am
e
p
ar
ticip
an
ts
an
d
o
b
s
er
v
in
g
th
e
s
am
e
class
r
o
o
m
s
at
d
if
f
e
r
e
n
t
p
o
i
n
ts
in
tim
e
,
th
e
s
tu
d
y
was
ab
le
to
t
r
ac
k
ch
an
g
es in
th
e
s
ch
o
o
l’
s
in
clu
s
i
v
e
p
r
ac
tices a
n
d
a
d
d
r
ess
em
er
g
in
g
ch
allen
g
es o
r
im
p
r
o
v
e
m
e
n
ts
.
2.
4
.
P
ilo
t
s
t
ud
y
T
o
en
s
u
r
e
q
u
esti
o
n
clar
ity
an
d
p
ar
ticip
an
t
in
ter
p
r
etatio
n
,
a
p
ilo
t
s
tu
d
y
was
co
n
d
u
cted
wh
er
ein
f
o
u
r
teac
h
er
s
,
o
n
e
p
ar
en
t,
an
d
o
n
e
s
p
ec
ial
e
d
u
ca
to
r
wer
e
p
r
ese
n
ted
with
d
r
a
f
t
in
ter
v
iew
q
u
e
s
tio
n
s
.
Su
b
s
eq
u
en
t
in
ter
v
iews
wer
e
th
en
co
n
d
u
c
ted
b
ased
o
n
th
ese
d
r
af
ts
.
Feed
b
ac
k
f
r
o
m
p
a
r
ticip
an
ts
was
o
b
tain
ed
p
o
s
t
-
in
ter
v
iew,
lead
in
g
t
o
r
e
v
is
io
n
s
an
d
f
in
aliza
tio
n
o
f
in
ter
v
iew
q
u
esti
o
n
s
.
T
h
e
p
ilo
t
i
n
ter
v
ie
ws
o
f
f
er
ed
v
al
u
ab
le
in
s
ig
h
ts
,
p
ar
ticu
lar
ly
h
ig
h
li
g
h
tin
g
th
e
im
p
o
r
tan
ce
o
f
p
r
e
-
n
eg
o
tiatin
g
in
te
r
v
iew
r
ec
o
r
d
in
g
m
eth
o
d
s
with
p
ar
ticip
an
ts
.
T
h
is
ap
p
r
o
ac
h
f
ac
ilit
ated
th
e
id
en
tific
atio
n
an
d
r
eso
lu
tio
n
o
f
a
n
y
am
b
ig
u
o
u
s
,
co
n
f
u
s
in
g
,
o
r
in
s
en
s
itiv
e
q
u
esti
o
n
s
,
th
er
eb
y
en
s
u
r
in
g
s
u
b
s
eq
u
en
t
in
ter
v
iews
wer
e
co
n
d
u
cte
d
ef
f
ici
en
tly
an
d
p
r
o
d
u
ce
d
m
ea
n
in
g
f
u
l d
ata.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
Alig
nm
ent
wit
h inclus
iv
e
s
cho
o
l c
rit
er
ia
T
h
e
s
tu
d
y
f
o
u
n
d
th
at
th
e
s
ch
o
o
l
clo
s
ely
alig
n
s
with
th
e
cr
iter
ia
o
u
tlin
ed
in
th
e
r
ig
h
ts
o
f
p
e
r
s
o
n
s
with
Dis
ab
ilit
ie
s
Act,
2
0
1
6
,
f
o
r
an
in
clu
s
iv
e
ed
u
ca
tio
n
al
in
s
titu
tio
n
.
I
t
ac
tiv
ely
p
r
o
m
o
tes
th
e
i
n
clu
s
io
n
o
f
ch
ild
r
e
n
with
au
tis
m
b
y
p
r
o
v
id
in
g
n
ec
ess
ar
y
ac
co
m
m
o
d
atio
n
s
,
s
u
p
p
o
r
t
s
er
v
ices,
an
d
a
co
n
d
u
ci
v
e
lear
n
in
g
en
v
ir
o
n
m
en
t.
B
u
t
as
p
er
th
e
s
tatis
tics
f
r
o
m
th
e
U.
S.
De
p
ar
tm
en
t
o
f
E
d
u
ca
tio
n
f
o
r
th
e
y
ea
r
s
2
0
1
8
–
2
0
2
2
in
d
icate
th
at
o
n
ly
4
0
%
o
f
ch
il
d
r
en
with
ASD
in
m
ain
s
tr
ea
m
class
r
o
o
m
s
r
ec
eiv
e
s
er
v
ices
f
o
r
8
0
%
o
r
m
o
r
e
o
f
th
eir
tim
e,
lo
wer
th
a
n
th
e
o
v
er
all
lev
el
o
f
6
4
% f
o
r
all
ch
ild
r
e
n
with
d
is
ab
ilit
ies
[
2
1
]
.
3
.
2
.
I
m
pa
c
t
o
f
inclu
s
io
n po
li
cies o
n scho
o
l o
pera
t
io
ns
I
m
p
lem
en
tatio
n
o
f
in
clu
s
io
n
p
o
licies
h
as
s
ig
n
if
ican
tly
in
f
lu
en
ce
d
th
e
s
ch
o
o
l'
s
o
p
er
atio
n
s
,
p
ar
ticu
lar
ly
in
class
o
r
g
an
izati
o
n
an
d
c
o
n
d
u
ct.
T
ea
ch
er
s
h
av
e
ad
ap
ted
th
eir
in
s
tr
u
ctio
n
al
s
tr
ateg
ies
to
ca
ter
to
d
iv
er
s
e
lear
n
in
g
n
ee
d
s
,
lead
in
g
to
m
o
r
e
in
clu
s
iv
e
class
r
o
o
m
en
v
ir
o
n
m
en
ts
.
Ad
d
itio
n
al
ly
,
th
e
s
ch
o
o
l
h
as
in
v
ested
r
eso
u
r
ce
s
in
s
taf
f
tr
ain
in
g
an
d
s
u
p
p
o
r
t
to
en
s
u
r
e
th
e
ef
f
ec
tiv
e
im
p
lem
en
tatio
n
o
f
i
n
clu
s
io
n
p
r
ac
tices.
T
h
e
f
in
d
in
g
s
o
f
th
e
p
r
esen
t
s
tu
d
y
co
n
tr
ad
ict
th
e
f
in
d
in
g
s
o
f
a
q
u
alitativ
e
r
esear
ch
[
2
2
]
th
at
aim
ed
to
u
n
d
er
s
tan
d
h
o
w
ch
ild
r
en
with
au
tis
m
ar
e
tr
ea
ted
in
in
teg
r
atio
n
d
ep
a
r
tm
en
t
s
.
T
h
e
s
tu
d
y
,
em
p
lo
y
in
g
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iews,
f
o
u
n
d
t
h
at
k
in
d
er
g
ar
ten
teac
h
er
s
en
c
o
u
n
ter
c
h
allen
g
es
in
co
-
ed
u
c
atin
g
ch
ild
r
en
with
au
tis
m
.
Ad
d
itio
n
ally
,
th
er
e
was
a
lack
o
f
f
r
eq
u
e
n
t
co
o
p
er
atio
n
b
etwe
en
g
en
er
al
an
d
s
p
ec
ial
ed
u
ca
tio
n
k
in
d
er
g
a
r
ten
teac
h
e
r
s
,
lead
in
g
to
d
if
f
icu
lties
in
ad
ap
tin
g
p
r
o
g
r
am
s
to
th
e
n
ee
d
s
o
f
all
ch
il
d
r
en
.
Ad
d
itio
n
ally
,
two
s
tu
d
ies
h
ad
s
im
ilar
f
in
d
i
n
g
s
as
th
e
p
r
esen
t
s
tu
d
y
.
A
s
tu
d
y
[
2
3
]
in
v
esti
g
ated
th
e
v
iews
o
f
g
e
n
er
al
an
d
s
p
ec
ial
ed
u
ca
tio
n
teac
h
er
s
o
n
in
c
lu
s
iv
e
ed
u
ca
tio
n
,
p
ar
tic
u
lar
ly
th
e
in
clu
s
io
n
o
f
s
tu
d
en
ts
with
ASD
in
m
ain
s
tr
ea
m
class
r
o
o
m
s
.
T
h
e
r
esear
ch
h
ig
h
lig
h
te
d
p
o
s
itiv
e
attitu
d
es
am
o
n
g
teac
h
er
s
to
war
d
in
clu
s
io
n
,
em
p
h
asizin
g
th
e
im
p
o
r
ta
n
ce
o
f
cr
ea
tin
g
a
s
ch
o
o
l
en
v
ir
o
n
m
en
t
wh
er
e
all
s
tu
d
en
ts
ca
n
lear
n
with
o
u
t
s
eg
r
eg
atio
n
.
Ho
we
v
er
,
teac
h
e
r
s
id
en
tifie
d
ch
allen
g
es
s
u
ch
as
in
ad
eq
u
ate
m
ater
ial
an
d
tech
n
ical
in
f
r
astru
ctu
r
e,
in
s
u
f
f
icien
t
teac
h
er
tr
ai
n
in
g
,
an
d
lim
ited
co
o
p
er
atio
n
b
etw
ee
n
g
en
er
al
an
d
s
p
ec
ial
e
d
u
c
atio
n
teac
h
er
s
.
I
n
a
r
elate
d
s
tu
d
y
[
2
4
]
t
h
e
p
e
r
s
p
ec
tiv
es
o
f
p
r
im
ar
y
s
ch
o
o
l
tea
ch
er
s
in
Z
im
b
ab
we
r
e
g
ar
d
i
n
g
th
e
i
n
clu
s
io
n
o
f
ch
ild
r
en
with
au
tis
m
in
m
ain
s
tr
ea
m
s
ettin
g
s
wer
e
ex
p
lo
r
ed
.
Desp
ite
s
o
m
e
u
n
ce
r
tain
ty
,
teac
h
er
s
ex
p
r
ess
ed
p
o
s
itiv
e
attitu
d
es
to
war
d
in
cl
u
s
io
n
an
d
s
u
g
g
ested
th
e
in
te
g
r
atio
n
o
f
a
s
ch
o
o
l
p
s
y
c
h
o
lo
g
is
t
to
s
u
p
p
o
r
t
b
o
th
th
em
s
elv
es
a
n
d
ch
ild
r
e
n
with
au
tis
m
[
2
5
]
,
[
2
6
]
.
T
h
e
r
e
was
a
u
n
an
im
o
u
s
ca
ll
f
o
r
co
n
tin
u
o
u
s
s
p
ec
ializatio
n
o
n
in
clu
s
io
n
an
d
a
u
tis
m
am
o
n
g
te
ac
h
er
s
.
3
.
3
.
Adherence
o
f
a
d
m
is
s
io
n
po
licy
t
o
inclu
s
io
n princi
ple
s
T
h
e
s
ch
o
o
l'
s
ad
m
is
s
io
n
p
o
licy
d
em
o
n
s
tr
ates
ad
h
er
en
ce
to
th
e
p
r
in
cip
les
o
f
in
clu
s
io
n
o
u
tli
n
ed
in
th
e
r
ig
h
ts
o
f
p
er
s
o
n
s
with
Dis
ab
ilit
ies
Act,
2
0
1
6
.
I
t
e
n
s
u
r
es
eq
u
itab
le
ac
ce
s
s
to
ed
u
ca
tio
n
f
o
r
c
h
ild
r
en
with
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J Pu
b
lic
Hea
lth
Sci
I
SS
N:
2252
-
8
8
0
6
I
n
clu
s
io
n
o
f
ch
ild
r
en
w
ith
a
u
t
is
m
in
a
ma
in
s
tr
ea
med
s
ch
o
o
l:
a
ca
s
e
s
tu
d
y
a
n
a
lysi
s
(
F
in
ita
Glo
r
y
R
o
y
)
1605
au
tis
m
,
co
n
s
id
er
in
g
in
d
iv
id
u
al
n
ee
d
s
an
d
p
r
o
v
id
i
n
g
n
ec
ess
ar
y
s
u
p
p
o
r
t
s
er
v
ices
d
u
r
in
g
th
e
ad
m
is
s
io
n
p
r
o
ce
s
s
.
Mo
r
eo
v
er
,
th
e
s
ch
o
o
l
p
r
io
r
itiz
es
cr
ea
tin
g
a
d
iv
er
s
e
a
n
d
in
cl
u
s
iv
e
s
tu
d
en
t
b
o
d
y
r
ef
lectiv
e
o
f
th
e
co
m
m
u
n
ity
it
s
er
v
es.
I
n
a
s
u
r
v
e
y
[
2
7
]
d
o
n
e
to
ex
am
in
e
th
e
attitu
d
es
o
f
s
ec
o
n
d
ar
y
ed
u
ca
tio
n
an
d
s
p
ec
ial
ed
u
ca
tio
n
teac
h
er
s
to
war
d
in
teg
r
atin
g
c
h
ild
r
en
w
ith
au
tis
m
in
to
m
ain
s
tr
ea
m
s
ettin
g
s
,
th
e
f
in
d
in
g
s
u
n
d
er
s
co
r
ed
th
e
im
p
o
r
tan
ce
p
lace
d
b
y
teac
h
er
s
o
n
th
e
in
clu
s
io
n
o
f
ch
ild
r
e
n
with
a
u
tis
m
in
g
en
er
al
s
ch
o
o
ls
,
as
th
ey
b
eliev
ed
it
wo
u
l
d
b
en
ef
it
th
em
in
v
ar
io
u
s
asp
ec
ts
o
f
th
eir
liv
es
.
T
h
e
s
tu
d
y
id
en
tifie
d
s
ev
er
al
k
ey
s
tr
ateg
ies
em
p
lo
y
ed
b
y
th
e
s
ch
o
o
l to
f
ac
ilit
ate
th
e
in
clu
s
io
n
o
f
c
h
ild
r
en
with
a
u
tis
m
.
3
.
3
.
1
.
I
nd
iv
idu
a
lized
s
up
po
rt
pla
ns
E
ac
h
ch
ild
with
au
tis
m
h
as
a
p
er
s
o
n
alize
d
s
u
p
p
o
r
t
p
lan
d
ev
elo
p
e
d
co
llab
o
r
ativ
ely
with
p
ar
en
ts
,
teac
h
er
s
,
an
d
s
p
ec
ialis
ts
.
T
h
ese
in
d
iv
id
u
alize
d
p
lan
s
o
u
t
lin
e
th
e
ch
ild
’
s
s
p
e
cif
ic
n
ee
d
s
,
s
tr
en
g
th
s
,
an
d
r
ec
o
m
m
en
d
ed
ac
c
o
m
m
o
d
atio
n
s
to
s
u
p
p
o
r
t
ac
a
d
em
ic
an
d
s
o
cial
d
ev
elo
p
m
en
t.
B
y
alig
n
i
n
g
s
tr
ateg
ies
ac
r
o
s
s
h
o
m
e
a
n
d
s
ch
o
o
l
en
v
ir
o
n
m
en
ts
,
th
e
p
lan
s
h
elp
cr
ea
te
a
co
n
s
is
ten
t
an
d
s
u
p
p
o
r
tiv
e
f
r
am
e
wo
r
k
th
at
p
r
o
m
o
tes
m
ea
n
in
g
f
u
l le
ar
n
in
g
o
u
t
c
o
m
es.
3
.
3
.
2
.
T
ea
cher
t
ra
ini
ng
a
nd
s
up
po
rt
T
ea
ch
er
s
u
n
d
er
g
o
s
p
ec
ialized
tr
ain
in
g
to
b
etter
u
n
d
er
s
tan
d
au
tis
m
,
im
p
lem
en
t
ev
id
en
ce
-
b
ased
in
s
tr
u
ctio
n
al
p
r
ac
tices,
an
d
ef
f
ec
tiv
ely
m
an
ag
e
ch
allen
g
in
g
b
eh
av
io
r
s
.
T
h
is
f
o
u
n
d
atio
n
al
tr
ain
in
g
eq
u
ip
s
ed
u
ca
to
r
s
with
th
e
s
k
ills
n
ee
d
ed
to
cr
ea
te
in
clu
s
iv
e
a
n
d
s
u
p
p
o
r
tiv
e
class
r
o
o
m
en
v
i
r
o
n
m
en
ts
.
Ad
d
itio
n
ally
,
o
n
g
o
in
g
s
u
p
p
o
r
t
f
r
o
m
s
p
ec
ial
ed
u
ca
tio
n
s
taf
f
an
d
c
o
n
tin
u
o
u
s
p
r
o
f
ess
io
n
al
d
ev
el
o
p
m
en
t
o
p
p
o
r
tu
n
ities
f
u
r
th
er
en
h
an
ce
teac
h
e
r
co
m
p
eten
ce
a
n
d
co
n
f
id
en
ce
i
n
m
ee
tin
g
t
h
e
d
iv
er
s
e
n
ee
d
s
o
f
th
eir
s
tu
d
e
n
ts
.
3
.
3
.
3
.
P
ee
r
s
up
po
rt
a
nd
s
o
cia
l int
eg
ra
t
io
n
T
h
e
s
ch
o
o
l
ac
tiv
ely
p
r
o
m
o
te
s
p
ee
r
ac
ce
p
tan
ce
an
d
s
o
cial
in
teg
r
atio
n
f
o
r
ch
ild
r
en
with
au
tis
m
.
Stra
teg
ies
s
u
ch
as
b
u
d
d
y
s
y
s
tem
s
,
s
tr
u
ctu
r
ed
s
o
cial
ac
t
iv
ities
,
an
d
in
c
lu
s
iv
e
clas
s
r
o
o
m
in
itiativ
es
ar
e
im
p
lem
en
ted
to
f
o
s
ter
em
p
at
h
y
an
d
m
u
tu
al
u
n
d
er
s
tan
d
i
n
g
am
o
n
g
s
tu
d
en
ts
.
T
h
ese
ef
f
o
r
ts
h
elp
cr
ea
te
a
s
u
p
p
o
r
tiv
e
s
ch
o
o
l
cu
ltu
r
e
wh
er
e
d
iv
er
s
ity
is
r
esp
ec
ted
an
d
m
ea
n
in
g
f
u
l
p
ee
r
r
elatio
n
s
h
i
p
s
ar
e
en
co
u
r
a
g
ed
.
T
ea
ch
er
s
also
f
ac
il
itate
cla
s
s
r
o
o
m
d
is
cu
s
s
io
n
s
an
d
ac
tiv
ities
th
at
ce
leb
r
ate
d
if
f
er
en
ce
s
an
d
p
r
o
m
o
te
in
clu
s
iv
e
v
alu
es.
As
a
r
esu
lt,
s
tu
d
e
n
ts
with
au
tis
m
ex
p
er
ien
ce
a
g
r
e
ater
s
en
s
e
o
f
b
elo
n
g
i
n
g
a
n
d
ar
e
m
o
r
e
lik
ely
t
o
p
ar
ticip
ate
ac
tiv
ely
in
b
o
th
ac
a
d
em
ic
an
d
s
o
cial
asp
ec
ts
o
f
s
c
h
o
o
l lif
e.
3
.
3
.
4
.
Sens
o
ry
-
f
riendly
env
iro
nm
ent
C
las
s
r
o
o
m
s
ar
e
th
o
u
g
h
t
f
u
lly
d
esig
n
ed
to
ac
co
m
m
o
d
ate
th
e
s
en
s
o
r
y
s
en
s
itiv
ities
o
f
ten
ex
p
er
ien
ce
d
b
y
ch
ild
r
en
with
au
tis
m
.
Qu
i
et
s
p
ac
es
ar
e
p
r
o
v
id
ed
with
in
o
r
n
ea
r
th
e
class
r
o
o
m
to
allo
w
s
tu
d
en
ts
to
s
elf
-
r
eg
u
late
wh
e
n
o
v
er
wh
elm
e
d
b
y
n
o
is
e
o
r
ac
tiv
ity
.
Sen
s
o
r
y
to
o
ls
s
u
ch
as
s
tr
ess
b
alls
,
f
id
g
et
item
s
,
an
d
n
o
is
e
-
ca
n
ce
lin
g
h
ea
d
p
h
o
n
es
ar
e
m
ad
e
av
ailab
le
to
h
el
p
s
tu
d
en
t
s
m
an
ag
e
th
eir
s
en
s
o
r
y
in
p
u
t.
Vis
u
al
s
u
p
p
o
r
ts
,
in
clu
d
in
g
s
ch
ed
u
les,
cu
es,
an
d
in
s
tr
u
ctio
n
al
ai
d
s
,
ar
e
u
s
ed
to
en
h
an
ce
u
n
d
e
r
s
tan
d
in
g
a
n
d
r
e
d
u
ce
a
n
x
iety
r
elate
d
to
tr
an
s
itio
n
s
o
r
u
n
f
a
m
iliar
task
s
.
T
h
ese
ad
ap
tatio
n
s
co
llectiv
ely
cr
ea
te
a
ca
lm
in
g
an
d
s
tr
u
ctu
r
ed
en
v
ir
o
n
m
en
t th
at
s
u
p
p
o
r
ts
f
o
c
u
s
,
co
m
f
o
r
t,
an
d
ac
tiv
e
p
ar
tici
p
atio
n
in
lear
n
in
g
.
3
.
3
.
5
.
P
a
re
nt
a
l inv
o
l
v
em
ent
a
nd
co
lla
bo
ra
t
io
n
Par
en
ts
p
lay
an
ac
tiv
e
r
o
le
in
th
eir
ch
ild
'
s
ed
u
ca
tio
n
th
r
o
u
g
h
p
ar
ticip
atio
n
in
in
d
i
v
id
u
alize
d
ed
u
ca
tio
n
p
r
o
g
r
am
(
I
E
P)
m
ee
tin
g
s
,
wo
r
k
s
h
o
p
s
,
a
n
d
s
u
p
p
o
r
t
g
r
o
u
p
s
.
Op
en
co
m
m
u
n
icatio
n
ch
an
n
els
b
etwe
en
p
ar
en
ts
an
d
s
ch
o
o
l
s
taf
f
f
ac
ilit
ate
co
llab
o
r
atio
n
,
e
n
s
u
r
in
g
ali
g
n
m
en
t
b
etwe
en
h
o
m
e
a
n
d
s
c
h
o
o
l
en
v
ir
o
n
m
e
n
ts
.
T
h
is
s
tu
d
y
d
elv
es
in
to
th
e
in
tr
icate
lan
d
s
ca
p
e
o
f
in
clu
s
iv
e
ed
u
ca
tio
n
f
o
r
ch
ild
r
e
n
with
au
tis
m
with
in
a
m
ain
s
tr
ea
m
s
ch
o
o
l.
T
h
r
o
u
g
h
co
m
p
r
e
h
en
s
iv
e
in
ter
v
iews
with
v
ar
io
u
s
s
tak
eh
o
ld
e
r
s
,
p
r
in
cip
als,
teac
h
er
s
,
s
p
ec
ial
ed
u
ca
to
r
s
,
a
n
d
p
ar
e
n
ts
o
f
ch
ild
r
en
with
au
tis
m
th
e
r
e
s
ea
r
ch
aim
s
to
o
f
f
e
r
a
n
u
a
n
ce
d
co
m
p
r
eh
e
n
s
io
n
o
f
in
clu
s
iv
e
p
r
ac
tices
with
in
a
s
p
ec
if
ic
s
ch
o
o
l
e
n
v
ir
o
n
m
e
n
t.
E
m
p
lo
y
in
g
a
q
u
alitativ
e
r
esear
ch
ap
p
r
o
ac
h
in
v
o
lv
in
g
s
em
i
-
s
tr
u
ctu
r
ed
in
t
er
v
iews,
class
r
o
o
m
o
b
s
er
v
ati
o
n
s
,
an
d
s
cr
u
tin
y
o
f
s
ch
o
o
l
p
o
licies,
th
e
s
tu
d
y
d
elv
es in
to
th
e
h
u
r
d
les,
tactics,
an
d
o
u
tco
m
es lin
k
e
d
with
th
e
in
teg
r
atio
n
o
f
ch
ild
r
en
with
a
u
tis
m
.
T
h
e
s
tu
d
y
u
n
d
er
s
co
r
es
t
h
e
p
iv
o
tal
r
o
le
o
f
in
cl
u
s
iv
e
ed
u
ca
tio
n
in
n
u
r
tu
r
in
g
s
o
cial
in
teg
r
atio
n
,
ac
ad
em
ic
ac
h
iev
em
en
t,
a
n
d
o
v
er
all
well
-
b
ein
g
f
o
r
ch
ild
r
en
with
au
tis
m
.
B
y
s
p
o
tlig
h
tin
g
k
ey
s
tr
ateg
ies
im
p
lem
en
ted
b
y
th
e
s
ch
o
o
l,
s
u
ch
as
p
er
s
o
n
alize
d
s
u
p
p
o
r
t
p
l
a
n
s
,
teac
h
er
t
r
ain
in
g
,
p
ee
r
s
u
p
p
o
r
t
in
itiativ
es,
a
n
d
cr
ea
tio
n
o
f
s
en
s
o
r
y
-
f
r
ien
d
ly
en
v
ir
o
n
m
en
ts
,
th
e
r
esear
c
h
s
h
ed
s
lig
h
t
o
n
f
u
n
d
am
e
n
tal
elem
en
ts
o
f
ef
f
ec
tiv
e
in
clu
s
io
n
p
r
ac
tices.
Fu
r
th
er
m
o
r
e,
it
ac
ce
n
tu
ates
th
e
s
ig
n
if
ican
ce
o
f
p
ar
e
n
tal
in
v
o
lv
em
e
n
t
an
d
co
lla
b
o
r
atio
n
,
u
n
d
er
s
co
r
i
n
g
th
e
n
ec
ess
ity
f
o
r
a
co
h
esiv
e
p
ar
t
n
er
s
h
ip
b
etwe
en
ed
u
ca
to
r
s
an
d
f
a
m
ilies
to
ad
d
r
ess
th
e
d
iv
er
s
e
n
ee
d
s
o
f
ch
ild
r
e
n
with
au
tis
m
.
Pre
v
io
u
s
r
esear
ch
h
ig
h
lig
h
ts
th
at
th
e
in
clu
s
io
n
o
f
ch
il
d
r
en
with
au
tis
m
in
m
ain
s
tr
ea
m
s
ch
o
o
ls
f
ac
es
ch
a
llen
g
es
s
u
ch
as
r
eso
u
r
ce
d
is
p
ar
ities
,
ec
o
n
o
m
ic
a
n
d
p
s
y
ch
o
l
o
g
ical
p
r
ess
u
r
es
o
n
p
ar
en
ts
[
2
8
]
–
[
3
0
]
an
d
in
co
n
s
is
ten
t
in
clu
s
iv
e
attitu
d
es
f
r
o
m
t
y
p
ical
ch
ild
r
e
n
an
d
th
eir
f
am
il
ies
[
2
8
]
,
[
3
1
]
,
[
3
2
]
.
Par
en
ts
h
av
e
h
ig
h
e
x
p
ec
tatio
n
s
f
o
r
en
f
o
r
ce
ab
le
p
o
licies
an
d
s
m
o
o
th
e
d
u
ca
tio
n
al
tr
a
n
s
itio
n
s
,
s
u
p
p
o
r
ted
b
y
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
0
6
I
n
t J Pu
b
lic
Hea
lth
Sci
,
Vo
l.
14
,
No
.
3
,
Sep
tem
b
er
20
25
:
1
6
0
1
-
1
6
1
0
1606
m
o
d
els
lik
e
s
atelli
te
clas
s
es
a
n
d
E
ar
ly
I
n
ter
v
en
tio
n
Pro
g
r
a
m
f
o
r
I
n
f
a
n
ts
an
d
C
h
ild
r
en
(
E
I
PIC)
ce
n
ter
s
[
3
3
]
,
[
3
4
]
.
Desp
ite
ef
f
o
r
ts
,
g
ap
s
r
em
ain
in
alig
n
in
g
p
a
r
en
tal
ex
p
er
ien
ce
s
with
teac
h
er
s
'
s
elf
-
ev
alu
atio
n
s
o
n
in
clu
s
io
n
[
3
5
]
.
R
esear
ch
in
d
i
ca
tes
th
at
teac
h
er
s
with
ad
v
an
ce
d
s
p
ec
ial
ed
u
ca
tio
n
tr
ai
n
in
g
p
o
s
s
ess
b
etter
k
n
o
wled
g
e
ab
o
u
t
au
tis
m
a
n
d
in
clu
s
io
n
,
h
ig
h
lig
h
tin
g
t
h
e
n
ee
d
f
o
r
im
p
r
o
v
ed
ed
u
ca
to
r
tr
ain
in
g
an
d
co
llab
o
r
ativ
e
s
u
p
p
o
r
t
[
3
6
]
–
[
3
9
]
.
T
h
e
f
in
d
i
n
g
s
o
f
th
e
s
tu
d
y
u
n
v
eil
t
h
e
af
f
ir
m
ativ
e
im
p
ac
t
o
f
in
clu
s
iv
e
p
r
ac
tices,
ex
te
n
d
i
n
g
b
e
y
o
n
d
ch
ild
r
en
with
au
tis
m
to
b
e
n
ef
it
th
eir
n
e
u
r
o
ty
p
ical
p
ee
r
s
.
B
y
f
o
s
ter
in
g
em
p
ath
y
,
p
r
o
m
o
tin
g
d
i
v
er
s
ity
ap
p
r
ec
iatio
n
,
an
d
c
u
ltiv
atin
g
in
clu
s
iv
e
attitu
d
es
am
o
n
g
all
s
tu
d
en
ts
,
in
clu
s
iv
e
ed
u
ca
tio
n
em
e
r
g
es
as
a
tr
an
s
f
o
r
m
ativ
e
ca
taly
s
t
with
in
ed
u
ca
tio
n
al
s
ettin
g
s
.
I
n
s
u
m
,
th
is
s
tu
d
y
co
n
tr
ib
u
tes
v
alu
ab
le
in
s
ig
h
ts
in
to
th
e
in
tr
icac
ies
o
f
in
clu
s
iv
e
ed
u
c
atio
n
f
o
r
ch
ild
r
en
with
au
tis
m
,
o
f
f
er
i
n
g
in
s
ig
h
ts
in
to
b
o
th
ch
allen
g
es
an
d
p
r
o
m
is
in
g
p
r
ac
tices
in
n
u
r
tu
r
in
g
a
g
en
u
i
n
ely
in
clu
s
iv
e
lea
r
n
in
g
en
v
ir
o
n
m
en
t.
R
esear
ch
h
ig
h
lig
h
ts
s
ev
er
al
f
ac
to
r
s
in
f
lu
e
n
cin
g
t
h
e
q
u
ality
o
f
in
cl
u
s
iv
e
ed
u
ca
tio
n
f
o
r
c
h
ild
r
en
with
au
tis
m
,
i
n
clu
d
in
g
th
e
en
ac
tm
en
t
a
n
d
en
f
o
r
ce
m
e
n
t
o
f
r
elev
an
t
laws
an
d
r
eg
u
latio
n
s
,
s
ev
er
ity
o
f
d
i
s
ab
ilit
ies,
a
llo
ca
tio
n
an
d
u
tili
za
tio
n
o
f
r
eso
u
r
ce
s
,
s
ch
o
o
l
lead
er
s
h
ip
s
ty
les,
ac
c
ep
tan
ce
b
y
m
ain
s
tr
ea
m
s
ch
o
o
l
s
tak
eh
o
ld
er
s
,
d
ev
elo
p
m
en
t
o
f
s
o
cial
s
u
p
p
o
r
t
s
y
s
tem
s
,
an
d
p
ar
en
tal
in
v
o
lv
e
m
en
t
[
4
0
]
–
[
4
3
]
.
4.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
h
ig
h
lig
h
ts
th
e
cr
itical
f
ac
to
r
s
th
at
en
ab
le
th
e
s
u
cc
ess
f
u
l
in
clu
s
io
n
o
f
ch
ild
r
en
with
au
tis
m
in
m
ain
s
tr
ea
m
s
ch
o
o
ls
:
tailo
r
ed
s
u
p
p
o
r
t
s
y
s
tem
s
,
co
n
tin
u
o
u
s
teac
h
er
tr
ain
in
g
,
f
o
s
ter
in
g
p
e
er
ac
ce
p
tan
ce
,
an
d
en
s
u
r
in
g
ac
tiv
e
p
a
r
en
tal
in
v
o
l
v
em
en
t.
B
y
em
p
lo
y
in
g
a
q
u
al
itativ
e
d
esig
n
,
th
is
r
esear
ch
ef
f
ec
tiv
ely
ca
p
tu
r
e
d
th
e
n
u
an
ce
d
p
e
r
s
p
ec
tiv
es
o
f
k
ey
s
tak
eh
o
ld
er
s
an
d
ex
am
in
e
d
th
e
p
r
ac
tical
ap
p
licatio
n
o
f
in
clu
s
iv
e
ed
u
ca
tio
n
p
o
licies.
T
h
e
s
p
ec
if
ic
g
o
als
o
f
th
e
d
esi
g
n
wer
e
to
ass
ess
th
e
alig
n
m
en
t
o
f
s
ch
o
o
l
p
r
ac
tices
with
th
e
R
ig
h
ts
o
f
Per
s
o
n
s
with
Di
s
ab
ilit
ie
s
Act,
2
0
1
6
,
an
d
to
ex
p
lo
r
e
h
o
w
in
clu
s
io
n
p
o
licies
im
p
ac
t
clas
s
r
o
o
m
d
y
n
am
ics.
T
h
e
d
ev
elo
p
m
e
n
t
ap
p
r
o
ac
h
th
r
o
u
g
h
in
ter
v
iews,
o
b
s
er
v
atio
n
s
,
an
d
p
o
licy
an
al
y
s
is
p
r
o
v
id
ed
a
co
m
p
r
eh
en
s
iv
e
u
n
d
er
s
tan
d
i
n
g
o
f
th
e
f
ac
to
r
s
i
n
f
lu
en
cin
g
in
clu
s
io
n
.
Ho
wev
e
r
,
to
f
u
r
th
e
r
r
ef
i
n
e
in
clu
s
i
v
e
e
d
u
ca
tio
n
p
r
ac
tices,
f
u
tu
r
e
r
esear
ch
s
h
o
u
ld
f
o
cu
s
o
n
lo
n
g
itu
d
in
al
s
tu
d
ies
th
at
ass
ess
lo
n
g
-
ter
m
o
u
tc
o
m
es,
esp
ec
ially
in
ar
ea
s
lik
e
teac
h
er
tr
ain
in
g
m
o
d
els
an
d
p
ar
en
tal
in
v
o
lv
em
e
n
t
s
tr
ateg
ies.
Ad
d
itio
n
ally
,
e
x
am
in
in
g
p
ee
r
r
elatio
n
s
h
ip
s
,
ev
alu
atin
g
th
e
im
p
lem
en
tatio
n
o
f
p
o
licies,
an
d
ex
p
lo
r
in
g
th
e
r
o
le
o
f
tech
n
o
l
o
g
y
an
d
i
n
n
o
v
ativ
e
in
ter
v
en
tio
n
s
ca
n
o
f
f
er
f
u
r
th
e
r
in
s
ig
h
ts
in
to
h
o
w
to
en
h
a
n
ce
th
e
lear
n
in
g
e
x
p
er
ien
ce
f
o
r
ch
ild
r
en
with
au
tis
m
.
B
y
ad
d
r
ess
in
g
th
ese
ar
ea
s
in
f
u
tu
r
e
s
tu
d
ies,
i
n
clu
s
iv
e
ed
u
ca
tio
n
ca
n
co
n
tin
u
e
to
e
v
o
lv
e
,
en
s
u
r
i
n
g
t
h
at
ch
ild
r
en
with
a
u
tis
m
n
o
t o
n
l
y
s
u
cc
ee
d
ac
ad
e
m
ically
b
u
t a
ls
o
th
r
iv
e
s
o
cially
an
d
e
m
o
tio
n
ally
with
in
m
ai
n
s
tr
ea
m
s
ch
o
o
ls
.
ACK
NO
WL
E
DG
M
E
N
T
S
T
h
e
r
esear
c
h
er
s
g
r
atef
u
lly
a
ck
n
o
wled
g
e
th
e
p
ar
ticip
atin
g
s
ch
o
o
l,
d
e
d
icate
d
teac
h
e
r
s
,
s
u
p
p
o
r
tiv
e
p
ar
en
ts
,
an
d
en
th
u
s
iast
ic
s
tu
d
en
ts
f
o
r
t
h
eir
in
v
alu
ab
le
c
o
n
tr
ib
u
tio
n
,
c
o
o
p
e
r
atio
n
,
an
d
o
p
e
n
n
ess
,
wh
ich
m
a
d
e
th
is
s
tu
d
y
o
n
in
cl
u
s
iv
e
ed
u
ca
ti
o
n
f
o
r
ch
ild
r
e
n
with
au
tis
m
b
o
th
p
o
s
s
ib
le
an
d
m
ea
n
in
g
f
u
l.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
Au
th
o
r
s
s
tate
n
o
f
u
n
d
in
g
in
v
o
lv
ed
.
AUTHO
R
CO
NT
RI
B
UT
I
O
NS ST
A
T
E
M
E
N
T
T
h
is
jo
u
r
n
al
u
s
es
th
e
C
o
n
tr
ib
u
to
r
R
o
les
T
ax
o
n
o
m
y
(
C
R
ed
iT)
to
r
ec
o
g
n
ize
in
d
iv
id
u
al
au
th
o
r
co
n
tr
ib
u
tio
n
s
,
r
ed
u
ce
au
th
o
r
s
h
ip
d
is
p
u
tes,
an
d
f
ac
ilit
ate
co
llab
o
r
atio
n
.
Na
m
e
o
f
Aut
ho
r
C
M
So
Va
Fo
I
R
D
O
E
Vi
Su
P
Fu
Fin
ita
Glo
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y
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y
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Frig
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C
:
C
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I
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Hea
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Sci
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N:
2252
-
8
8
0
6
I
n
clu
s
io
n
o
f
ch
ild
r
en
w
ith
a
u
t
is
m
in
a
ma
in
s
tr
ea
med
s
ch
o
o
l:
a
ca
s
e
s
tu
d
y
a
n
a
lysi
s
(
F
in
ita
Glo
r
y
R
o
y
)
1607
CO
NF
L
I
C
T
O
F
I
N
T
E
R
E
S
T
ST
A
T
E
M
E
NT
Au
th
o
r
s
s
tate
n
o
co
n
f
lict o
f
in
t
er
est.
E
T
H
I
CAL AP
P
RO
V
AL
E
th
ical
ap
p
r
o
v
al
was
o
b
tain
e
d
f
r
o
m
th
e
i
n
s
titu
tio
n
’
s
r
ev
ie
w
b
o
ar
d
(
R
E
R
B
/2
0
2
4
/1
4
5
)
.
P
ar
ticip
an
ts
wer
e
in
f
o
r
m
e
d
ab
o
u
t
th
e
s
tu
d
y
’
s
aim
s
an
d
p
r
o
ce
d
u
r
es,
an
d
th
eir
co
n
s
en
t
was
s
ec
u
r
ed
b
ef
o
r
e
d
ata
co
llectio
n
.
An
o
n
y
m
ity
a
n
d
co
n
f
id
en
tialit
y
wer
e
m
ain
tain
ed
th
r
o
u
g
h
o
u
t
th
e
p
r
o
ce
s
s
,
an
d
p
s
eu
d
o
n
y
m
s
wer
e
u
s
ed
in
p
lace
o
f
ac
tu
al
n
am
es
d
u
r
in
g
d
ata
an
aly
s
is
an
d
r
ep
o
r
tin
g
.
DATA AV
AI
L
AB
I
L
I
T
Y
Der
iv
ed
d
ata
s
u
p
p
o
r
tin
g
t
h
e
f
i
n
d
in
g
s
o
f
th
is
s
tu
d
y
ar
e
av
aila
b
le
f
r
o
m
th
e
co
r
r
esp
o
n
d
i
n
g
a
u
th
o
r
,
[
FR
],
o
n
r
eq
u
est.
T
h
e
au
th
o
r
s
co
n
f
i
r
m
th
at
th
e
d
ata
s
u
p
p
o
r
tin
g
t
h
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
ar
e
av
ailab
le
with
in
th
e
ar
ticle
an
d
its
s
u
p
p
lem
en
tar
y
m
ater
ials
.
RE
F
E
R
E
NC
E
S
[
1
]
A
.
J.
B
a
x
t
e
r
,
T
.
S
.
B
r
u
g
h
a
,
H
.
E
.
Er
s
k
i
n
e
,
R
.
W
.
S
c
h
e
u
r
e
r
,
T
.
V
o
s,
a
n
d
J
.
G
.
S
c
o
t
t
,
“
T
h
e
e
p
i
d
e
m
i
o
l
o
g
y
a
n
d
g
l
o
b
a
l
b
u
r
d
e
n
o
f
a
u
t
i
s
m
sp
e
c
t
r
u
m
d
i
s
o
r
d
e
r
s,”
Psy
c
h
o
l
o
g
i
c
a
l
M
e
d
i
c
i
n
e
,
v
o
l
.
4
5
,
n
o
.
3
,
p
p
.
6
0
1
–
6
1
3
,
F
e
b
.
2
0
1
5
,
d
o
i
:
1
0
.
1
0
1
7
/
S
0
0
3
3
2
9
1
7
1
4
0
0
1
7
2
X
.
[
2
]
P
.
C
l
o
u
g
h
a
n
d
J
.
C
o
r
b
e
t
t
,
T
h
e
o
r
i
e
s
o
f
i
n
c
l
u
si
v
e
e
d
u
c
a
t
i
o
n
:
A
st
u
d
e
n
t
s’
g
u
i
d
e
.
1
O
l
i
v
e
r
’
s
Y
a
r
d
,
5
5
C
i
t
y
R
o
a
d
,
L
o
n
d
o
n
EC
1
Y
1
S
P
U
n
i
t
e
d
K
i
n
g
d
o
m:
S
A
G
E
P
u
b
l
i
c
a
t
i
o
n
s
Lt
d
,
2
0
0
0
.
d
o
i
:
1
0
.
4
1
3
5
/
9
7
8
1
4
4
6
2
2
0
4
3
6
.
[
3
]
C
.
C
u
mm
i
n
g
s,
A
.
D
y
s
o
n
,
a
n
d
A
.
M
i
l
l
w
a
r
d
,
Pa
r
t
i
c
i
p
a
t
i
o
n
a
n
d
d
e
m
o
c
ra
c
y
.
K
l
u
w
e
r
A
c
a
d
e
m
i
c
P
u
b
l
i
sh
e
r
s,
2
0
0
3
.
[
4
]
R
.
S
e
r
p
e
l
l
a
n
d
J.
Jere
-
F
o
l
o
t
i
y
a
,
“
B
a
si
c
e
d
u
c
a
t
i
o
n
f
o
r
c
h
i
l
d
r
e
n
w
i
t
h
s
p
e
c
i
a
l
n
e
e
d
s
i
n
z
a
m
b
i
a
,
”
Psy
c
h
o
l
o
g
y
a
n
d
D
e
v
e
l
o
p
i
n
g
S
o
c
i
e
t
i
e
s
,
v
o
l
.
2
3
,
n
o
.
2
,
p
p
.
2
1
1
–
2
4
5
,
S
e
p
.
2
0
1
1
,
d
o
i
:
1
0
.
1
1
7
7
/
0
9
7
1
3
3
3
6
1
1
0
2
3
0
0
2
0
4
.
[
5
]
A
.
M
.
A
m
o
r
e
t
a
l
.
,
“
I
n
t
e
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[
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[
7
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.
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[
8
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.
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1
4
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[
1
5
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[
1
6
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.
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1
7
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.
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[
1
8
]
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.
[
3
2
]
A
.
N
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d
S
.
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[
3
3
]
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M
.
A
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R
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[
3
4
]
Y.
-
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[
3
7
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L.
F
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[
3
8
]
C
.
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.
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.
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[
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9
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Y
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[
4
1
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.
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.
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[
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.
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(
S
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)
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x
.
AP
P
E
NDI
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T
o
p
ic
g
u
i
d
e
I
n
ter
v
iew
q
u
esti
o
n
s
to
th
e
p
r
i
n
cip
al
Po
licy
d
ev
elo
p
m
en
t:
1.
Do
es
th
e
s
ch
o
o
l
p
r
io
r
itize
in
c
lu
s
iv
e
ed
u
ca
tio
n
,
en
s
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r
in
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th
a
t
all
ch
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eg
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ar
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ed
u
ca
ted
t
o
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th
cu
r
r
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lar
a
n
d
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o
cial
p
u
r
p
o
s
es
?
2.
T
o
wh
at
e
x
ten
t
d
o
t
h
e
m
a
n
a
g
em
en
t
a
n
d
teac
h
in
g
s
taf
f
ac
tiv
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s
u
p
p
o
r
t
th
e
im
p
lem
e
n
tatio
n
o
f
a
wh
o
le
-
s
ch
o
o
l a
p
p
r
o
ac
h
to
e
d
u
ca
tin
g
s
tu
d
en
ts
with
Au
tis
m
?
3.
Do
es
th
e
s
ch
o
o
l's
ad
m
is
s
io
n
s
p
o
licy
ad
h
er
e
to
th
e
p
r
in
cip
le
s
o
u
tlin
ed
in
th
e
R
ig
h
ts
o
f
Pe
r
s
o
n
s
with
Dis
ab
ilit
ie
s
Act
(
2
0
1
6
)
,
en
s
u
r
i
n
g
th
e
a
d
m
is
s
io
n
an
d
f
u
ll p
ar
ti
cip
atio
n
o
f
s
tu
d
en
ts
with
au
tis
m
?
4.
I
s
th
e
s
ch
o
o
l'
s
d
is
cip
lin
e
p
o
licy
/co
d
e
o
f
b
eh
a
v
io
r
s
u
f
f
icien
tly
f
lex
ib
le
to
ac
co
m
m
o
d
ate
in
d
iv
id
u
al
d
if
f
er
en
ce
s
,
p
ar
ticu
lar
ly
f
o
r
s
t
u
d
en
ts
with
au
tis
m
?
5.
Do
es
th
e
s
ch
o
o
l
u
tili
ze
team
teac
h
in
g
s
tr
ateg
ies
to
ef
f
ec
tiv
ely
ad
d
r
ess
th
e
n
ee
d
s
o
f
s
tu
d
en
ts
with
a
u
tis
m
?
Pro
f
ess
io
n
al
d
ev
elo
p
m
en
t:
1.
Ho
w
well
-
in
f
o
r
m
ed
a
r
e
s
taf
f
m
em
b
er
s
ab
o
u
t th
eir
r
o
les an
d
r
esp
o
n
s
ib
ilit
ies co
n
ce
r
n
in
g
s
t
u
d
en
ts
with
au
tis
m
?
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J Pu
b
lic
Hea
lth
Sci
I
SS
N:
2252
-
8
8
0
6
I
n
clu
s
io
n
o
f
ch
ild
r
en
w
ith
a
u
t
is
m
in
a
ma
in
s
tr
ea
med
s
ch
o
o
l:
a
ca
s
e
s
tu
d
y
a
n
a
lysi
s
(
F
in
ita
Glo
r
y
R
o
y
)
1609
2.
Do
es
th
e
s
ch
o
o
l
ac
tiv
ely
e
n
co
u
r
a
g
e
an
d
f
ac
ilit
ate
th
e
p
ar
ticip
ati
o
n
o
f
all
s
taf
f
m
em
b
er
s
in
ap
p
r
o
p
r
iate
p
r
o
f
ess
io
n
al
d
ev
el
o
p
m
en
t
o
p
p
o
r
tu
n
ities
r
elate
d
t
o
s
p
ec
ial
ed
u
ca
tio
n
?
3.
Do
es
th
e
s
ch
o
o
l
ac
tiv
ely
p
r
o
m
o
te
p
a
r
en
tal
in
v
o
lv
em
en
t
an
d
f
ac
ilit
ate
co
m
m
u
n
icatio
n
b
etwe
e
n
p
ar
en
ts
an
d
teac
h
er
s
?
C
u
r
r
icu
lu
m
d
e
v
elo
p
m
e
n
t:
1.
Ho
w
d
o
es
th
e
s
ch
o
o
l
s
u
p
p
o
r
t
s
tu
d
en
ts
ac
ad
em
ically
an
d
s
o
cially
in
t
h
e
class
r
o
o
m
,
en
s
u
r
in
g
th
at
teac
h
er
s
u
tili
ze
d
if
f
er
en
tiatio
n
s
tr
ateg
ies?
2.
Ar
e
co
-
cu
r
r
icu
lar
an
d
ex
tr
a
-
c
u
r
r
icu
lar
ac
tiv
ities
th
at
s
u
p
p
o
r
t
an
d
en
h
a
n
ce
lear
n
in
g
m
ad
e
ac
ce
s
s
ib
le
to
all
s
tu
d
en
ts
with
au
tis
m
?
3.
Ar
e
th
e
n
ee
d
s
an
d
in
ter
ests
o
f
all
s
tu
d
en
ts
,
in
clu
d
in
g
th
o
s
e
with
au
tis
m
,
co
n
s
id
er
ed
wh
en
d
eter
m
in
in
g
t
h
e
r
an
g
e
o
f
s
u
b
je
cts,
lev
els,
an
d
p
r
o
g
r
am
s
?
Qu
ality
o
f
T
ea
ch
i
n
g
an
d
L
ea
r
n
in
g
:
1.
Do
teac
h
er
s
ef
f
ec
tiv
ely
e
m
p
lo
y
d
iv
e
r
s
e
teac
h
in
g
s
tr
ateg
ies
a
n
d
m
et
h
o
d
o
lo
g
ies
to
m
ee
t
th
e
n
ee
d
s
o
f
all
s
tu
d
en
ts
,
in
clu
d
in
g
t
h
o
s
e
with
au
tis
m
?
2.
Do
es
th
e
s
ch
o
o
l
p
r
o
v
i
d
e
an
a
p
p
r
o
p
r
iate,
s
af
e,
an
d
s
tim
u
latin
g
en
v
ir
o
n
m
e
n
t
f
o
r
all
s
tu
d
en
ts
,
f
o
s
ter
in
g
a
s
en
s
e
o
f
b
elo
n
g
i
n
g
a
n
d
s
ec
u
r
ity
,
d
is
p
lay
in
g
in
clu
s
iv
e
wo
r
k
o
n
walls,
an
d
ar
r
an
g
i
n
g
p
h
y
s
i
ca
l
s
p
ac
es
to
ac
co
m
m
o
d
ate
d
iv
e
r
s
e
n
ee
d
s
?
3.
Ho
w
d
o
es
th
e
s
ch
o
o
l
ass
ess
s
t
u
d
en
ts
,
an
d
ar
e
th
e
r
e
an
y
ch
all
en
g
es
in
th
e
ass
ess
m
en
t
p
r
o
ce
d
u
r
es
th
at
n
ee
d
to
b
e
ad
d
r
ess
ed
in
alig
n
m
en
t w
ith
ch
ild
r
en
with
au
tis
m
?
I
n
ter
v
iew
q
u
esti
o
n
s
f
o
r
T
ea
c
h
er
s
1.
Hav
e
y
o
u
h
ad
e
x
p
er
ien
ce
teac
h
in
g
o
r
wo
r
k
i
n
g
with
ch
ild
r
en
with
au
tis
m
in
y
o
u
r
class
r
o
o
m
?
2.
Do
y
o
u
f
ee
l y
o
u
h
a
v
e
s
u
f
f
icie
n
t r
eso
u
r
ce
s
av
ailab
le
to
ef
f
ec
t
iv
ely
teac
h
ch
ild
r
en
with
au
tis
m
?
3.
W
h
at
s
p
ec
if
ic
ch
allen
g
es d
o
y
o
u
en
c
o
u
n
ter
w
h
en
in
s
tr
u
ctin
g
ch
i
ld
r
en
with
a
u
tis
m
?
4.
Ho
w
cr
u
cial
d
o
y
o
u
p
er
ce
iv
e
t
h
e
r
o
le
o
f
a
s
p
ec
ial
n
ee
d
s
ass
i
s
tan
t
wh
en
teac
h
in
g
a
class
th
at
in
clu
d
es
o
n
e
o
r
m
o
r
e
s
tu
d
en
ts
with
au
ti
s
m
?
5.
Do
y
o
u
em
p
lo
y
a
d
iv
e
r
s
e
r
a
n
g
e
o
f
teac
h
i
n
g
m
eth
o
d
o
lo
g
i
es,
s
u
ch
as
s
ca
f
f
o
l
d
in
g
,
m
o
d
elin
g
,
p
ee
r
tu
to
r
in
g
,
ac
tiv
e
lear
n
i
n
g
,
an
d
co
o
p
er
ativ
e
g
r
o
u
p
wo
r
k
,
to
ac
co
m
m
o
d
ate
th
e
lear
n
in
g
n
e
ed
s
o
f
all
s
tu
d
en
ts
,
in
clu
d
in
g
th
o
s
e
with
au
tis
m
?
6.
Ar
e
all
s
tu
d
en
ts
,
r
eg
ar
d
less
o
f
th
eir
s
p
ec
ial
n
ee
d
s
,
en
co
u
r
ag
ed
t
o
p
ar
ticip
ate
in
ex
tr
ac
u
r
r
icu
lar
ac
tiv
ities
?
7.
W
h
at
s
tr
ateg
ies
d
o
y
o
u
im
p
lem
en
t
to
en
s
u
r
e
th
e
ac
tiv
e
p
ar
ticip
atio
n
o
f
s
tu
d
en
ts
with
au
tis
m
in
class
r
o
o
m
less
o
n
s
?
8.
Do
y
o
u
b
eliev
e
y
o
u
h
av
e
r
ec
ei
v
ed
ad
e
q
u
ate
tr
ain
in
g
to
ef
f
ec
t
iv
ely
teac
h
ch
ild
r
en
with
au
tis
m
?
9.
I
n
y
o
u
r
o
p
in
io
n
,
d
o
es
th
e
s
ch
o
o
l
ex
em
p
lify
in
clu
s
iv
ity
,
wh
er
e
all
c
h
ild
r
en
ar
e
ed
u
ca
ted
t
o
g
eth
er
f
o
r
b
o
th
cu
r
r
icu
lar
a
n
d
s
o
cial
r
ea
s
o
n
s
,
r
eg
ar
d
less
o
f
th
eir
n
ee
d
s
?
I
f
y
es,
wh
at
f
ac
to
r
s
co
n
tr
ib
u
te
to
th
is
in
clu
s
iv
ity
?
I
f
n
o
t,
wh
at
s
tep
s
co
u
ld
b
e
tak
en
to
en
h
a
n
ce
in
cl
u
s
iv
ity
?
10.
Ho
w
d
o
y
o
u
p
r
o
p
o
s
e
th
e
s
ch
o
o
l c
o
u
ld
f
u
r
th
e
r
p
r
o
m
o
te
in
cl
u
s
iv
ity
?
I
n
ter
v
iew
q
u
esti
o
n
s
f
o
r
s
p
ec
ia
l e
d
u
ca
to
r
1.
Ho
w
wo
u
ld
y
o
u
d
ef
in
e
y
o
u
r
r
o
le
as
a
Sp
ec
ial
ed
u
ca
to
r
,
p
ar
ticu
lar
ly
in
s
u
p
p
o
r
tin
g
s
tu
d
en
ts
with
au
tis
m
?
2.
W
h
at
asp
ec
ts
o
f
y
o
u
r
j
o
b
wo
r
k
in
g
with
s
tu
d
en
ts
with
au
tis
m
d
o
y
o
u
f
i
n
d
m
o
s
t
r
ewa
r
d
in
g
?
3.
C
an
y
o
u
walk
m
e
th
r
o
u
g
h
w
h
at
a
ty
p
ical
d
ay
ass
is
tin
g
s
tu
d
e
n
ts
with
au
tis
m
lo
o
k
s
lik
e
f
o
r
y
o
u
?
4.
I
n
y
o
u
r
v
iew,
d
o
es
th
is
s
ch
o
o
l
ef
f
ec
tiv
ely
em
b
o
d
y
i
n
clu
s
iv
ity
,
p
ar
tic
u
lar
ly
f
o
r
s
tu
d
e
n
ts
with
au
tis
m
?
I
f
y
es,
wh
at
f
ac
to
r
s
co
n
tr
i
b
u
te
to
th
is
in
clu
s
iv
e
en
v
ir
o
n
m
en
t?
I
f
n
o
t,
wh
at
m
ea
s
u
r
e
s
co
u
ld
b
e
im
p
lem
en
ted
to
e
n
h
an
ce
in
clu
s
iv
ity
f
o
r
s
tu
d
en
ts
with
au
tis
m
?
5.
W
h
at
d
o
y
o
u
co
n
s
id
er
to
b
e
t
h
e
p
r
im
ar
y
ch
allen
g
es
f
ac
ed
b
y
Sp
ec
ial
E
d
u
ca
to
r
s
wh
en
wo
r
k
in
g
with
s
tu
d
en
ts
with
au
tis
m
?
6.
W
h
at
d
o
y
o
u
p
er
ce
iv
e
as
th
e
m
o
s
t
s
ig
n
if
ican
t
o
b
s
tacle
s
y
o
u
en
c
o
u
n
te
r
wh
e
n
p
r
o
v
id
i
n
g
s
u
p
p
o
r
t
to
s
tu
d
en
ts
with
au
tis
m
in
th
e
class
r
o
o
m
?
7.
C
o
n
s
id
er
in
g
th
e
f
u
tu
r
e,
wh
at
r
ec
o
m
m
en
d
atio
n
s
wo
u
ld
y
o
u
p
r
o
p
o
s
e
to
f
o
s
ter
th
e
in
clu
s
io
n
o
f
s
tu
d
en
ts
with
au
tis
m
with
in
th
is
s
ch
o
o
l c
o
m
m
u
n
ity
?
I
n
ter
v
iew
q
u
e
s
tio
n
s
f
o
r
Par
en
t
s
.
1.
W
h
at
led
y
o
u
to
ch
o
o
s
e
th
is
s
ch
o
o
l
f
o
r
y
o
u
r
ch
ild
,
p
ar
ticu
la
r
ly
co
n
s
id
er
in
g
th
eir
n
ee
d
s
as
a
s
tu
d
en
t
with
au
tis
m
?
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
0
6
I
n
t J Pu
b
lic
Hea
lth
Sci
,
Vo
l.
14
,
No
.
3
,
Sep
tem
b
er
20
25
:
1
6
0
1
-
1
6
1
0
1610
2.
C
an
y
o
u
elab
o
r
ate
o
n
th
e
f
ac
to
r
s
th
at
p
lay
ed
a
s
ig
n
if
ican
t r
o
le
in
y
o
u
r
d
ec
is
io
n
to
en
r
o
ll y
o
u
r
ch
ild
in
th
is
s
ch
o
o
l?
3.
Fro
m
y
o
u
r
p
er
s
p
ec
tiv
e,
a
r
e
th
er
e
s
u
f
f
icien
t
r
eso
u
r
ce
s
av
aila
b
le
in
th
is
s
ch
o
o
l
to
ad
eq
u
ate
ly
s
u
p
p
o
r
t
ch
ild
r
en
with
s
p
ec
ial
n
ee
d
s
,
in
clu
d
in
g
th
o
s
e
with
au
tis
m
?
4.
W
h
a
t
s
p
e
c
i
f
ic
r
e
s
o
u
r
c
es
d
o
y
o
u
b
e
l
i
e
v
e
a
r
e
i
n
d
is
p
e
n
s
a
b
l
e
f
o
r
ef
f
e
c
t
i
v
e
l
y
t
ea
c
h
i
n
g
c
h
i
l
d
r
e
n
wi
th
a
u
t
i
s
m
?
5.
W
h
at
ar
e
y
o
u
r
asp
ir
atio
n
s
f
o
r
y
o
u
r
c
h
ild
'
s
g
r
o
wth
an
d
d
ev
el
o
p
m
en
t w
ith
in
t
h
is
s
ch
o
o
l e
n
v
ir
o
n
m
en
t?
6.
Ho
w
cr
u
cial
d
o
y
o
u
v
iew
th
e
im
p
o
r
ta
n
ce
o
f
s
tr
o
n
g
co
m
m
u
n
icatio
n
b
etwe
en
teac
h
e
r
s
a
n
d
p
a
r
en
ts
,
esp
ec
ially
co
n
ce
r
n
in
g
th
e
e
d
u
ca
tio
n
o
f
c
h
ild
r
en
with
a
u
tis
m?
7.
I
n
y
o
u
r
o
p
in
i
o
n
,
d
o
es
th
is
s
ch
o
o
l
ex
h
i
b
it
in
clu
s
iv
ity
,
p
ar
ticu
lar
ly
in
its
ap
p
r
o
ac
h
to
ed
u
ca
tin
g
s
tu
d
en
ts
with
au
tis
m
?
I
f
s
o
,
w
h
at
elem
en
ts
co
n
tr
ib
u
te
to
th
is
in
clu
s
iv
ity
?
I
f
n
o
t,
wh
at
s
tr
ateg
ies co
u
ld
b
e
im
p
lem
en
ted
to
en
h
an
ce
in
clu
s
iv
ity
f
o
r
s
tu
d
e
n
ts
with
au
tis
m
?
8.
Ho
w
d
o
y
o
u
en
v
is
io
n
t
h
e
s
ch
o
o
l
b
ec
o
m
in
g
m
o
r
e
in
clu
s
iv
e,
s
p
ec
if
ically
in
s
u
p
p
o
r
tin
g
th
e
n
ee
d
s
o
f
s
tu
d
en
ts
with
au
tis
m
?
B
I
O
G
RAP
H
I
E
S O
F
AUTH
O
RS
Fi
n
ita
G
lo
r
y
Ro
y
is
a
n
As
so
c
i
a
te
P
ro
fe
ss
o
r
a
t
Th
e
Ji
n
d
a
l
In
sti
tu
te
o
f
Be
h
a
v
io
ra
l
S
c
ien
c
e
s,
OP
Jin
d
a
l
G
lo
b
a
l
Un
i
v
e
rsity
,
with
o
v
e
r
3
0
y
e
a
rs
o
f
e
x
p
e
rien
c
e
in
re
h
a
b
il
it
a
ti
o
n
a
n
d
e
d
u
c
a
ti
o
n
.
S
h
e
h
o
l
d
s
a
P
h
.
D
.
i
n
re
h
a
b
il
it
a
ti
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ien
c
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sp
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c
i
a
l
e
d
u
c
a
ti
o
n
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n
d
lea
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s
th
e
m
a
ste
rs
in
re
h
a
b
il
it
a
ti
o
n
sc
ien
c
e
p
ro
g
r
a
m
.
He
r
e
x
ten
siv
e
e
x
p
e
rien
c
e
in
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lu
d
e
s
c
u
rricu
lu
m
d
e
v
e
lo
p
m
e
n
t,
tea
c
h
in
g
,
re
se
a
rc
h
,
a
n
d
i
n
terd
isc
ip
li
n
a
r
y
c
o
ll
a
b
o
ra
ti
o
n
.
S
h
e
h
a
s
a
lso
se
rv
e
d
a
s
a
n
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d
u
c
a
ti
o
n
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l
c
o
u
n
se
ll
o
r
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n
d
is
a
c
e
rti
fied
re
h
a
b
il
it
a
ti
o
n
c
o
u
n
se
ll
o
r
.
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r
re
se
a
rc
h
in
tere
sts
in
c
lu
d
e
d
isa
b
i
li
ty
,
b
e
h
a
v
i
o
ra
l
sc
i
e
n
c
e
s,
a
n
d
i
n
c
lu
si
v
e
p
ra
c
ti
c
e
s,
w
it
h
n
u
m
e
ro
u
s
p
u
b
l
ica
ti
o
n
s
a
n
d
p
re
se
n
tati
o
n
s
in
th
e
se
a
re
a
s.
S
h
e
c
a
n
b
e
c
o
n
tac
ted
at
e
m
a
il
:
f
i
n
it
a
.
ro
y
@jg
u
.
e
d
u
.
i
n
.
Frig
g
it
a
J
o
h
n
s
o
n
is
a
n
As
sista
n
t
P
ro
fe
ss
o
r
o
f
Ed
u
c
a
ti
o
n
a
t
Cl
a
fli
n
Un
iv
e
rsit
y
,
S
o
u
t
h
Ca
ro
li
n
a
,
USA.
,
wit
h
a
fo
c
u
s
o
n
p
re
p
a
ri
n
g
tea
c
h
e
r
c
a
n
d
i
d
a
te
s
a
s
lea
d
e
rs
a
n
d
re
flec
ti
v
e
p
ra
c
ti
ti
o
n
e
rs.
S
h
e
h
o
l
d
s
S
o
u
t
h
Ca
ro
li
n
a
Tea
c
h
in
g
Li
c
e
n
su
re
i
n
m
u
lt
ip
le
a
re
a
s
a
n
d
is
a
c
e
rti
fied
S
o
u
th
Ca
r
o
li
n
a
E
v
a
lu
a
to
r.
S
h
e
e
m
p
h
a
siz
e
s
e
n
g
a
g
i
n
g
d
iv
e
rsit
y
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n
d
c
o
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c
ti
n
g
re
se
a
rc
h
to
p
ra
c
ti
c
e
i
n
h
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r
tea
c
h
i
n
g
.
S
h
e
h
a
s
p
re
se
n
te
d
a
t
v
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rio
u
s
p
r
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stig
io
u
s
c
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re
n
c
e
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a
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d
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rv
e
d
a
s
a
n
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v
it
e
d
s
p
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a
k
e
r
a
n
d
g
u
e
st
lec
tu
re
r
in
tern
a
ti
o
n
a
ll
y
.
He
r
wo
rk
is
p
u
b
li
s
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e
d
in
jo
u
r
n
a
ls,
a
n
d
s
h
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is
a
re
v
iew
e
r
fo
r
se
v
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ra
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c
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ti
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r
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d
c
o
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fe
re
n
c
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s.
S
h
e
is
t
h
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P
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f
a
U.S
.
De
p
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rtme
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t
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tate
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c
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.
S
h
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c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
frij
o
h
n
so
n
@c
laf
li
n
.
e
d
u
.
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