Long-Term Outcomes of Services for Two Persons with Significant Disabilities with Differing Educational Experiences: A Qualitative Consideration of the Impact of Educational Experiences

Autor/inn/en	Ryndak, Diane Lea; Ward, Terri; Alper, Sandra; Montgomery, Jennifer Wilson; Storch, Jill F.
Titel	Long-Term Outcomes of Services for Two Persons with Significant Disabilities with Differing Educational Experiences: A Qualitative Consideration of the Impact of Educational Experiences
Quelle	In: Education and Training in Autism and Developmental Disabilities, 45 (2010) 3, S.323-338 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-1647
Schlagwörter	Disabilities; Educational Experience; Special Education; Qualitative Research; Self Contained Classrooms; Middle Schools; Mainstreaming; Inclusion; High Schools; Outcomes of Education; Social Development; Independent Living; Employment Level; Interpersonal Relationship; Social Networks + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Bildungserfahrung; Special needs education; Sonderpädagogik; Sonderschulwesen; Qualitative Forschung; Middle school; Mittelschule; Mittelstufenschule; Inklusion; High school; Oberschule; Lernleistung; Schulerfolg; Soziale Entwicklung; Selbstverantwortung; Beschäftigungsgrad; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Social network; Soziales Netzwerk
Abstract	Though research exists related to effective services in inclusive general education settings for students with significant disabilities, there are no longitudinal investigations of adult outcomes for persons with significant disabilities who received services in inclusive general education settings. This study uses qualitative methods to describe two persons with significant disabilities across settings over time. After originally receiving special education services together in a self-contained special education class in middle school, these individuals then received services in different types of settings (i.e., one received services in self-contained special education settings and one received services in inclusive general education settings) for the remainder of their educational careers. Findings indicated that the individual who received services in inclusive general education settings appeared to have achieved better adult outcomes as reflected in performance in community living and work contexts, interactions with schoolmates and co-workers, independent participation in naturally-occurring activities, and quality and size of a natural support network. In addition, the findings suggest the importance of a "benefactor" on the quality of long-term outcomes achieved by individuals with significant disabilities. (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