Literaturnachweis - Detailanzeige
| Autor/inn/en | Bouck, Emily C.; Joshi, Gauri |
|---|---|
| Titel | Functional Curriculum and Students with Mild Intellectual Disability: Exploring Postschool Outcomes through the NLTS2 |
| Quelle | In: Education and Training in Autism and Developmental Disabilities, 47 (2012) 2, S.139-153 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2154-1647 |
| Schlagwörter | Mild Mental Retardation; Secondary School Curriculum; Daily Living Skills; Outcomes of Education; High School Students; Longitudinal Studies; National Longitudinal Transition Study of Special Education Students |
| Abstract | While students with mild intellectual disability receive less attention in research, their educational programming is still important, including the curriculum they receive in school. This study analyzed the National Longitudinal Transition Study-2 (NLTS2) as to the curriculum students with mild intellectual disability received in high school as well as students' postschool outcomes. Frequency distributions, cross tabulations and logistic regression were utilized to analyze secondary data from the NLTS2. Results indicated few students with mild intellectual disability received a functional curriculum and receipt of a functional curriculum did not influence postschool outcomes. The implications and future directions of these results are discussed. (Contains 3 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://daddcec.org/Publications/ETADDJournal.aspx |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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