ERIC Number: EJ1059069
Record Type: Journal
Publication Date: 2015-Apr-22
Abstractor: As Provided
Reference Count: 45
Does Curriculum Matter for Secondary Students with Autism Spectrum Disorders: Analyzing the NLTS2
Bouck, Emily C.; Joshi, Gauri S.
Journal of Autism and Developmental Disorders, v45 n5 p1204-1212 Apr 2015
A common presumption of secondary education is that what occurs in-school impacts students after they exit school. Previous researchers found transition-services received in school by students with autism spectrum disorder predicted their post-school success with regards to employment and independent living. This secondary analysis of the National Longitudinal Transition Study-2 sought to understand the relationship between curriculum--functional versus non-functional--and seven measures of post-school outcomes for students with autism spectrum disorder. The main results of the study include low rates of receipt of a functional curriculum, poor post-school outcomes, and the lack of relationship between curriculum and post-school outcomes for students with autism spectrum disorder.
Descriptors: Pervasive Developmental Disorders, Curriculum Design, Transitional Programs, Correlation, Outcomes of Education, Independent Living, Employment Opportunities, Employment Potential, Secondary School Students
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: National Longitudinal Transition Study of Special Education Students