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Curricular Content of the Individualized Education Programs of Students with a Significant Cognitive Disability
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Coleman, Olivia Fudge; McDonnell, John; Jameson, J. Matt; Johnston, Susan S.; Farrell, Michael; Malbica, Anne; Aiono Conradi, Lyndsey – Education and Training in Autism and Developmental Disabilities, 2023
The Individuals with Disabilities Education Improvement Act (IDEA) of 2004 requires that all students with disabilities participate and progress in the general education curriculum. Although IDEA requires individualized education program (IEP) teams to include academic and life skills goals in a students' as necessary to meet their individual…
Descriptors: Educational Legislation, Equal Education, Federal Legislation, Students with Disabilities
Transition Planning Involvement and Students with Intellectual Disability: Findings from the NLTS 2012
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Bouck, Emily C.; Bartz, Kayla; Costello, M. Patty – Education and Training in Autism and Developmental Disabilities, 2021
Transition planning is an important element of special education. This study is a secondary data analysis of the National Longitudinal Transition Study 2012 (NLTS 2012) that examined parent, student, and adult service agency involvement in the transition process for secondary students with intellectual disability (ID). The NLTS 2012 is the third…
Descriptors: Transitional Programs, Planning, Students with Disabilities, Intellectual Disability
Intrusiveness of Behavioral Treatments for Children with Autism and Developmental Disabilities: An Initial Investigation
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Mayton, Michael R.; Carter, Stacy L.; Zhang, Jie; Wheeler, John J. – Education and Training in Autism and Developmental Disabilities, 2014
The behaviors frequently displayed by students with autism can place them at risk for overly reactive behavior interventions with unwanted side effects. The current study examined the level of intrusiveness of behavioral treatments developed for 198 students with disabilities from 13 different states. Results demonstrated that students diagnosed…
Descriptors: Children, Autism, Developmental Disabilities, Behavior Modification
Five Essential Features of Quality Educational Programs for Students with Moderate and Severe Intellectual Disability: A Guide for Administrators
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Pennington, Robert; Courtade, Ginevra; Jones Ault, Melinda; Delano, Monica – Education and Training in Autism and Developmental Disabilities, 2016
Despite encouraging changes in the expectations of programming for persons with moderate to severe intellectual disability (MSD), data suggest that programs for these individuals are still lacking in several critical areas. Building administrators play a key role in promoting high quality programs for students with MSD within local schools but may…
Descriptors: Educational Quality, Moderate Intellectual Disability, Severe Intellectual Disability, Administrator Role
Self-Advocacy Skills as a Predictor of Student IEP Participation among Adolescents with Autism
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Barnard-Brak, Lucy; Fearon, Danielle D. – Education and Training in Autism and Developmental Disabilities, 2012
The importance of student IEP participation has been indicated by both legislative mandates such as IDEA and research literature. The purpose of the current study was to examine those variables that predict student IEP participation among adolescents with autism spectrum disorders as compared to adolescents with disabilities other than autism…
Descriptors: Autism, Pervasive Developmental Disorders, Adolescents, Self Advocacy