ERIC Number: EJ984572
Record Type: Journal
Publication Date: 2012-Dec
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0964-2633
EISSN: N/A
Secondary Students with Moderate/Severe Intellectual Disability: Considerations of Curriculum and Post-School Outcomes from the National Longitudinal Transition Study-2
Bouck, E. C.
Journal of Intellectual Disability Research, v56 n12 p1175-1186 Dec 2012
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.)
Descriptors: 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
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: National Longitudinal Transition Study of Special Education Students
Grant or Contract Numbers: N/A