Individual Education Plan Goals and Services for Adolescents with Autism: Impact of Age and Educational Setting

Autor/inn/en	Kurth, Jennifer; Mastergeorge, Ann M.
Titel	Individual Education Plan Goals and Services for Adolescents with Autism: Impact of Age and Educational Setting
Quelle	In: Journal of Special Education, 44 (2010) 3, S.146-160 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466908329825
Schlagwörter	Autism; Adolescents; Individualized Education Programs; Accessibility (for Disabled); Special Education Teachers; Age Differences; Regular and Special Education Relationship; Educational Environment; Inclusive Schools; Related Services (Special Education); Academic Records; Content Analysis; Educational Objectives; Academic Accommodations (Disabilities); Program Descriptions + Suchen Sie Ihr Suchwort? Autismus; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Individualized education program; Individualisierendes Lernen; Accessibility; Zugänglichkeit; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Age; Difference; Age difference; Altersunterschied; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Inclusive school; Integrative Schule; College; Colleges; University; Universities; Publication; Hochschule; Fachhochschule; Universität; Akademieschrift; Publikation; Inhaltsanalyse; Educational objective; Bildungsziel; Erziehungsziel
Abstract	The purpose of this study is to describe the educational programs for adolescents with autism (age 12-16 years) in inclusion and noninclusion settings as reflected in their Individual Education Plan (IEP) goals, services, and curricular adaptations. Students who were included in general education math and language arts instruction had fewer overall IEP goals, but goals focused more on applied skill development, whereas students in noninclusion had goals addressing primarily rote and procedural skills. For students in both groups, all IEP goals were derived from kindergarten through fourth-grade standards. Likewise, for students in both groups, most IEP goals addressed core symptoms of autism (e.g., communication skills) as opposed to academic skill development, along with fewer overall goals and more curricular adaptations as students entered adolescence. Implications for practitioners are discussed. (Contains 8 tables and 5 figures.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10