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50 Years of ERIC
50 Years of ERIC
The Education Resources Information Center (ERIC) is celebrating its 50th Birthday! First opened on May 15th, 1964 ERIC continues the long tradition of ongoing innovation and enhancement.

Learn more about the history of ERIC here. PDF icon

Showing all 6 results
Congregational Participation and Supports for Children and Adults with Disabilities: Parent Perceptions
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Ault, Melinda Jones; Collins, Belva C.; Carter, Erik W. – Intellectual and Developmental Disabilities, 2013
Although religion and spirituality have received relatively limited attention in the literature addressing people with disabilities, each is strongly associated with a host of positive outcomes, including enhanced quality of life. One way to participate in religious activities and enhance spirituality is to participate in a faith community. In…
Descriptors: Churches, Religion, Religious Factors, Participation
Factors Associated with the Early Work Experiences of Adolescents with Severe Disabilities
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Carter, Erik W.; Austin, Diane; Trainor, Audrey A. – Intellectual and Developmental Disabilities, 2011
The early work experiences of a nationally representative sample of youth with severe disabilities (i.e., intellectual disabilities, autism, multiple disabilities) were examined. Using data from the National Longitudinal Transition Study-2, we explored the extent to which various student-, family-, school-, and community-level factors were…
Descriptors: Equal Opportunities (Jobs), Multiple Disabilities, Mental Retardation, Severe Disabilities
Generalizability and Decision Studies to Inform Observational and Experimental Research in Classroom Settings
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Bottema-Beutel, Kristen; Lloyd, Blair; Carter, Erik W.; Asmus, Jennifer M. – American Journal on Intellectual and Developmental Disabilities, 2014
Attaining reliable estimates of observational measures can be challenging in school and classroom settings, as behavior can be influenced by multiple contextual factors. Generalizability (G) studies can enable researchers to estimate the reliability of observational data, and decision (D) studies can inform how many observation sessions are…
Descriptors: Generalization, Observation, Social Development, Student Participation
Parent Assessments of Self-Determination Importance and Performance for Students with Autism or Intellectual Disability
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Carter, Erik W.; Lane, Kathleen Lynne; Cooney, Molly; Weir, Katherine; Moss, Colleen K.; Machalicek, Wendy – American Journal on Intellectual and Developmental Disabilities, 2013
Fostering student self-determination is now considered an essential element of special education and transition services for children and youth with intellectual disability and/or autism. Yet, little is known about the pivotal role parents might play beyond the school campus in fostering self-determination among their children with developmental…
Descriptors: Parents, Parent Role, Self Determination, Skills
Social Interactions of Students with Disabilities Who Use Augmentative and Alternative Communication in Inclusive Classrooms
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Chung, Yun-Ching; Carter, Erik W.; Sisco, Lynn G. – American Journal on Intellectual and Developmental Disabilities, 2012
The purpose of this study was to explore the naturally occurring social interactions for students with disabilities who use augmentative and alternative communication (AAC) in general education classrooms. We observed 16 students who used AAC and received services under the categories of autism or intellectual disability. Participants primarily…
Descriptors: Augmentative and Alternative Communication, Interaction, Mental Retardation, Proximity
Self-Determination Skills and Opportunities of Adolescents with Severe Intellectual and Developmental Disabilities
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Carter, Erik W.; Owens, Laura; Trainor, Audrey A.; Sun, Ye; Swedeen, Beth – American Journal on Intellectual and Developmental Disabilities, 2009
We asked teachers and parents to assess the self-determination prospects of 135 youth with severe intellectual and developmental disabilities. Teachers typically reported that youth evidenced limited knowledge about self-determined behavior, ability to perform these behaviors, and confidence regarding the efficacy of their self-determination…
Descriptors: Severe Disabilities, Teacher Attitudes, Self Esteem, Parent Attitudes