Autism Program Quality Indicators of the Broward County School District Research Paper by scribbler

An examination of an Autism Program Quality Indicators (APQI) assessment of Broward County school district, Florida.
# 152271 | 2,379 words | 16 sources | APA | 2013 | US
Published on Jan 20, 2013 in Education (Special) , Psychology (Disorders)

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The paper discusses how the Autism Program Quality Indicators is a guide to help school districts self-evaluate the strength of their particular autism programs. The paper focuses on an APQI assessment that was performed on the Broward County School District, Florida, and discusses the results of the assessment, the areas needing improvement and several recommendations for improvement. The paper provides a project plan and timeline to address the targeted areas for improvement and discusses barriers to success and remediation tactics to help overcome these obstacles. Finally, a conclusion is provided synthesizing the main points of the report, with a provision for recommendations for future research.

Autism Program Quality Indicators Analysis Tool - Broward County, Florida
Broward County School District
Discussion on Problem Areas
Inclusion vs. Self-Contained Classrooms
Self Contained Classrooms
Program for Improvement
Barriers To Implementation
Overcoming Barriers to Success

From the Paper:

"With the high rates of autism, society is faced with competing needs of figuring out the cause, finding a treatment, and dealing with the immediate issue. This report will focus on the third aspect of that statement: dealing with the immediate issue. Namely, the strain put on the education system to develop and implement quality programs that fulfill the right of all children in the United States to have access to a free, public education system.
"In 1990, Congress passed the Individuals with Disabilities Education Act (IDEA). Essentially, this law provides for students with disabilities to have access to and proceed through the general education curriculum (Stein, 2009). In 2001, the No Child Left Behind act was passed to address the low academic achievement of students across the nation. What the NCLB meant for students with autism, was that the school must include the student with autism in their required testing standard protocol, but with the leeway to make modifications to that testing depending upon the student's needs (Cole, 2006). In order for the school to develop a modified plan for alternative testing, the student must be eligible for special education under IDEA or Section 504 of the Rehabilitation Act of 1973."

Sample of Sources Used:

  • Allan, J. (1999). Actively seeking inclusion: pupils with special needs in mainstream schools . Philadelphia: Falmer Press.
  • Bradley, L. H., & Kloppenborg, T. J. (1994). Total quality management for schools. Quality assurance in education and training: conference papers: volume II. (pp. 93-108). Wellington: Aukland Institute for Technology.
  • Broward County Public Schools - About Us. (2010). Retrieved April 20, 2010, from Broward County Public Schools:
  • Broward County Public Schools. (1998-2009, April). Welcome to the Exceptional Student Education Department. Retrieved April 20, 2010, from Exceptional Student Education - Broward County Florida:
  • Bucan, M. e. (2009). Genome-wide analyses of exonic copy number variants in a family-based study point to novel autism susceptibility genes. PLos Genetics , e1000536.

Cite this Research Paper:

APA Format

Autism Program Quality Indicators of the Broward County School District (2013, January 20) Retrieved December 02, 2023, from

MLA Format

"Autism Program Quality Indicators of the Broward County School District" 20 January 2013. Web. 02 December. 2023. <>