Documenting Impact of Educational Contexts on Long-Term Outcomes for Students with Significant Disabilities

Autor/inn/en	Ryndak, Diane Lea; Alper, Sandra; Hughes, Carolyn; McDonnell, John
Titel	Documenting Impact of Educational Contexts on Long-Term Outcomes for Students with Significant Disabilities
Quelle	In: Education and Training in Autism and Developmental Disabilities, 47 (2012) 2, S.127-138 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-1647
Schlagwörter	Outcomes of Education; Inclusion; Severe Disabilities; Young Adults; Educational Research; Validity; Interpersonal Competence; Secondary Education; High Schools; Special Education; Longitudinal Studies + Suchen Sie Ihr Suchwort? Lernleistung; Schulerfolg; Inklusion; Severe disability; Schwerbehinderung; Young adult; Junger Erwachsener; Bildungsforschung; Pädagogische Forschung; Gültigkeit; Interpersonale Kompetenz; Sekundarbereich; High school; Oberschule; Special needs education; Sonderpädagogik; Sonderschulwesen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	Follow-up studies of students with significant disabilities consistently indicate poor post-school outcomes. Although existing research indicates that services in inclusive general education contexts can result in positive short-term outcomes for these individuals during their school years, there are few investigations of the lives of adults with significant disabilities who experienced inclusive education over extended periods of time. Considering the lack of longitudinal studies, it currently is difficult to determine whether young adults lead more successful lives relative to employment, residential situations, use of leisure time, and friendships and social networks, as a function of inclusive education. This paper focuses on issues faced when conducting research to document the impact of contexts on long-term outcomes for students with significant disabilities, especially when addressing relative effectiveness of services in inclusive general education contexts and more restrictive contexts. Recommendations for future research and related policy and funding are suggested. (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://daddcec.org/Publications/ETADDJournal.aspx
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10