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ERIC Number: EJ1060669
Record Type: Journal
Publication Date: 2015-Jun
Pages: 13
Abstractor: As Provided
Reference Count: 44
ISSN: ISSN-2154-1647
Is There Really a Difference? Distinguishing Mild Intellectual Disability from "Similar" Disability Categories
Bouck, Emily C.; Satsangi, Rajiv
Education and Training in Autism and Developmental Disabilities, v50 n2 p186-198 Jun 2015
Students with mild intellectual disability generally garner less individual attention in research, as they are often aggregated with students with moderate and severe intellectual disability or students with other high incidence disabilities. This study used the National Longitudinal Transition Study-2 (NLTS2) to look at the personal characteristics and educational curriculum offered to students with mild intellectual disability during high school, and compared their data to other disability groups to determine if students with mild intellectual disability are unique. Results from the study suggested students with mild intellectual disability differ in cognitive skills and aptitude, and are generally afforded greater classroom accommodations than high incidence disability categories. Statistically significant differences found on direct assessment data and self-determination measures support the notion students with mild intellectual disability are qualitatively and quantitatively unique, and deserve unique consideration from other disability categories.
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: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: National Longitudinal Transition Study of Special Education Students; Woodcock Johnson Tests of Achievement