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ERIC Number: EJ1016436
Record Type: Journal
Publication Date: 2013-Dec
Pages: 9
Abstractor: As Provided
ISSN: ISSN-2154-1647
Factors Impacting Receipt of a Functional Curriculum: A Secondary Analysis of the NLTS2
Bouck, Emily C.
Education and Training in Autism and Developmental Disabilities, v48 n4 p522-530 Dec 2013
Curriculum can matter, but little research systematically examines the receipt of a particular curriculum for secondary students with disabilities and what influences the receipt of such a curriculum. This secondary analysis of the NLTS2 sought to understand who receives a functional curriculum as their secondary special education curriculum and the factors associated with receipt of such as a curriculum (e.g., school geographical area, family income, mental skills score). The main results indicated receipt of a functional curriculum for all students with disabilities was highly dependent on disability status. When analyzing factors impacting receipt of a functional curriculum for just students with moderate/severe intellectual disability -- the population with the largest frequency receiving a functional curriculum -- no factors outside of gender were significant. Additional research is needed to paint a clearer picture of what influences receipt of a functional curriculum for students with disabilities.
Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A