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ERIC Number: EJ905879
Record Type: Journal
Publication Date: 2010-Dec
Pages: 13
Abstractor: As Provided
Reference Count: 62
ISBN: N/A
ISSN: ISSN-2154-1647
Functional Curriculum = Evidence-Based Education?: Considering Secondary Students with Mild Intellectual Disabilities
Bouck, Emily C.; Flanagan, Sara M.
Education and Training in Autism and Developmental Disabilities, v45 n4 p487-499 Dec 2010
Education is currently in an evidence-based era, demanding as well as assuming all educational practices are evidence-based. In the case of a functional curriculum for secondary students with mild intellectual disabilities, despite existing professional wisdom, the state of empirical evidence is unclear. This study represents a systematic review of the literature regarding the evidence-base of a functional curriculum to educate secondary students with mild intellectual disabilities. Seven research-based articles were found in the literature exploring use of a functional curriculum for this population of students, suggesting a lack of research on functional curriculum for secondary students with mild intellectual disabilities in recent years, especially when considering postschool outcomes and adult experiences. The authors concluded a functional curriculum for secondary students with mild intellectual disabilities is not an evidence-based practice at the current time. (Contains 2 tables.)
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://www.dddcec.org
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A