Functional Curriculum = Evidence-Based Education?: Considering Secondary Students with Mild Intellectual Disabilities

Autor/inn/en	Bouck, Emily C.; Flanagan, Sara M.
Titel	Functional Curriculum = Evidence-Based Education?: Considering Secondary Students with Mild Intellectual Disabilities
Quelle	In: Education and Training in Autism and Developmental Disabilities, 45 (2010) 4, S.487-499 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-1647
Schlagwörter	Mild Mental Retardation; Literature Reviews; Educational Practices; Curriculum; Daily Living Skills; Vocational Education; Job Skills; Independent Living; Interpersonal Competence; Self Determination; Money Management; Transportation; Reading Skills; Word Recognition; Vocabulary Development; Nutrition; Problem Solving; High School Students; Middle School Students + Suchen Sie Ihr Suchwort? Bildungspraxis; Curricula; Lehrplan; Rahmenplan; Alltagsfertigkeit; Ausbildung; Berufsbildung; Produktive Fertigkeit; Selbstverantwortung; Interpersonale Kompetenz; Selbstbestimmung; Verkehrswesen; Reading skill; Lesefertigkeit; Worterkennung; Wortschatzarbeit; Ernährung; Problemlösen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Middle school; Middle schools; Mittelschule; Mittelstufenschule
Abstract	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.) (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10