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The Impact of Funding Models on the Education of Students With Autism Spectrum Disorder

Published online by Cambridge University Press:  24 May 2019

Umesh Sharma ,
Brett Furlonger  and
Chris Forlin
Umesh Sharma*
Affiliation:
Monash University, Australia
Brett Furlonger
Affiliation:
Monash University, Australia
Chris Forlin
Affiliation:
Education University of Hong Kong, Hong Kong
*
*Corresponding author. Email: Umesh.Sharma@monash.edu
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Abstract

Currently, there is no consensus as how best to fund inclusive education for students with autism spectrum disorder. In this narrative review, we examined a range of funding models internationally in an attempt to identify the range of best practices for resourcing inclusive education. Three databases were searched along with various policy documents to identify the range of existing funding models. Three models of input, throughput, and output funding were identified from which 7 key considerations were extrapolated to provide what was expected to be relevant information to policymakers, researchers, and educators seeking to discover effective ways to fund inclusive education for students with autism spectrum disorder.

Keywords

autism spectrum disorderaccess to general education curriculum
Type
Review Article
Information
Australasian Journal of Special and Inclusive Education , Volume 43 , Issue 1 , July 2019 , pp. 1 - 11
Copyright
© The Author(s) 2019 

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Footnotes

†

The editorial review of this manuscript was managed solely by Michael Arthur-Kelly.

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