Secondary Students with Moderate/Severe Intellectual Disability: Considerations of Curriculum and Post-School Outcomes from the National Longitudinal Transition Study-2

Autor/in	Bouck, E. C.
Titel	Secondary Students with Moderate/Severe Intellectual Disability: Considerations of Curriculum and Post-School Outcomes from the National Longitudinal Transition Study-2
Quelle	In: Journal of Intellectual Disability Research, 56 (2012) 12, S.1175-1186 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0964-2633
DOI	10.1111/j.1365-2788.2011.01517.x
Schlagwörter	Program Effectiveness; Employment; Independent Living; Moderate Mental Retardation; Severe Mental Retardation; Adolescents; High School Students; Outcomes of Education; Secondary School Curriculum; Daily Living Skills; Academic Education; Student Characteristics; Employment Level; Place of Residence; National Longitudinal Transition Study of Special Education Students + Suchen Sie Ihr Suchwort? Dienstverhältnis; Selbstverantwortung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Lernleistung; Schulerfolg; Alltagsfertigkeit; Akademische Bildung; Beschäftigungsgrad; Wohnort
Abstract	Background: A conversation currently exists regarding secondary curriculum (e.g. academics, functional) for students with moderate/severe intellectual disability (ID) without a large research base connecting curriculum to outcomes. Method: This study represented a secondary analysis of the National Longitudinal Transition Study-2 (NLTS2) data to understand in-school curriculum and educational programming for secondary students with moderate/severe ID as well as the relationship between curriculum and students' post-school outcomes. Statistical procedures such as frequency distributions, a significance test and logistic regression were utilised to analyse secondary data from the NLTS2. Results: The results suggest the majority of students with moderate/severe ID received a functional curriculum as well as instruction in core content areas; however, their instruction primarily occurred in pull-out educational settings. The students also reported low rates for the post-school outcomes examined (i.e. independent living, employment and post-secondary attendance). Finally, curriculum (functional vs. academics) was not related to any post-school outcome examined (e.g. independent living, employment). Conclusions: The data suggest additional research is needed to understand what factors impact post-school outcomes for students with moderate/severe ID. Yet--and regardless of the lack of impact--additional work is needed to help students achieve better post-school outcomes, including further examination of curriculum and instructional environments. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10