Abstract

This study examined the extent to which the language development of young children with autism might be differentially influenced by being in a segregated versus an integrated setting. Participants were six (6) high functioning children with autism enrolled in either an integrated or a segregated elementary school setting. The children's teachers and parents also served as participants. Both quantitative (Peabody Picture Vocabulary Test - Third Edition) and qualitative methodologies were used to assess the children's language abilities. Two observational methods were used. Specimen descriptions recorded baseline reports of each participant's language abilities and time/event samples recorded the number and types of opportunities for communication that were provided to the participants in their respective settings. Participating teachers and parents were individually interviewed to determine certain background information concerning the children and teacher attitudes and experience. Results demonstrated that overall the language development of children with autism seems to be of a higher quality for the children enrolled in an integrated setting as compared to those in a segregated setting. All teachers stated that the children were attending the most appropriate setting for their needs and the parents expressed an overall satisfaction with their child's school. Implications for the language development of children with autism and the most appropriate setting to promote that development are discussed.