| Secondary students with moderate/severe intellectual disability: considerations of curriculum and post-school outcomes from the National Longitudinal Transition Study-2. | |
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MedLine Citation:
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PMID: 22233506 Owner: NLM Status: Publisher |
Abstract/OtherAbstract:
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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. |
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Authors:
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E C Bouck |
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Publication Detail:
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Type: JOURNAL ARTICLE Date: 2012-1-11 |
Journal Detail:
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Title: Journal of intellectual disability research : JIDR Volume: - ISSN: 1365-2788 ISO Abbreviation: - Publication Date: 2012 Jan |
Date Detail:
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Created Date: 2012-1-11 Completed Date: - Revised Date: - |
Medline Journal Info:
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Nlm Unique ID: 9206090 Medline TA: J Intellect Disabil Res Country: - |
Other Details:
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Languages: ENG Pagination: - Citation Subset: - |
Copyright Information:
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© 2012 The Author. Journal of Intellectual Disability Research © 2012 Blackwell Publishing Ltd. |
Affiliation:
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Department of Educational Studies, Purdue University, West Lafayette, IN, USA. |
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From MEDLINE®/PubMed®, a database of the U.S. National Library of Medicine
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