ERIC Number: EJ1016436
Record Type: Journal
Publication Date: 2013-Dec
Abstractor: As Provided
Reference Count: 46
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.
Descriptors: Performance Factors, Secondary School Students, Special Education, Secondary School Curriculum, Severity (of Disability), Functional Behavioral Assessment, Longitudinal Studies, Enrollment Influences, Geographic Location, Income, Ethnicity, Age Differences, Cognitive Ability, Incidence, Statistical Analysis, Data Analysis, Individualized Education Programs
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: http://daddcec.org/Publications/ETADDJournal.aspx
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Authoring Institution: N/A