Individualized Education Programs of High School Students with Significant Disabilities

Autor/inn/en	Lequia, Jenna L.; Vincent, Lori B.; Lyons, Gregory L.; Asmus, Jennifer M.; Carter, Erik W.
Titel	Individualized Education Programs of High School Students with Significant Disabilities
Quelle	In: Education and Training in Autism and Developmental Disabilities, 58 (2023) 1, S.22-35 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-1647
Schlagwörter	Individualized Education Programs; High School Students; Students with Disabilities; Special Education; Autism Spectrum Disorders; Intellectual Disability; Student Needs; Symptoms (Individual Disorders); Student Characteristics; Vineland Adaptive Behavior Scales; Social Skills Improvement System Rating Scales; Childhood Autism Rating Scale + Suchen Sie Ihr Suchwort? Individualized education program; Individualisierendes Lernen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Disability; Disabilities; Behinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Autism; Autismus; Intellect; Verstand; Psychiatrische Symptomatik
Abstract	Individual education programs (IEPs) are the cornerstone of special education programs. The persistence of poor in- and post-school outcomes for students with significant disabilities highlights the importance of developing well-designed IEPs to address their multifaceted needs. We conducted a content analysis of IEPs for 150 high school students receiving special education services under the categories of autism (ASD) and/or intellectual disability (ID) and had significant cognitive impairments. The focus of these educational plans was quite diverse and spanned multiple domains. Moreover, we found that students with intellectual disability with or without autism tended to have similar areas of emphasis, with the exception of the domains of communication and challenging behavior. We offer recommendations for research and practice aimed at strengthening the quality of educational programming for transition-age students with significant disabilities. (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.daddcec.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01