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Curricula to Teach Skills Associated with Self-Determination: A Review of Existing Research
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Raley, Sheida K.; Mumbardo-Adam, Cristina; Simo-Pinatella, David; Gine, Climent – Education and Training in Autism and Developmental Disabilities, 2018
Researchers have linked the promotion of skills associated with self-determination with positive school and post-school outcomes for students with disabilities, and there is an ongoing need to promote greater access to instruction that enhances student self-determination. To that end, curricula were developed that provide teachers with content and…
Descriptors: Teaching Methods, Self Determination, Curriculum Development, Outcomes of Education
Predictors of Competitive Employment for Students with Intellectual and/or Developmental Disabilities
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Southward, Julie D.; Kyzar, Kathleen – Education and Training in Autism and Developmental Disabilities, 2017
The purpose of this literature review was to examine transition related activities that are associated with securing competitive employment upon graduation from high school for transitioning youth with I/DD. Studies included in this review met the following required criteria: (a) participants were transition-aged individuals with I/DD and (b)…
Descriptors: Employment Level, Intellectual Disability, Developmental Disabilities, Adolescents
Student Self-Determination: A Preliminary Investigation of the Role of Participation in Inclusive Settings
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Hughes, Carolyn; Cosgriff, Joseph C.; Agran, Martin; Washington, Barbara H. – Education and Training in Autism and Developmental Disabilities, 2013
Little is known about the effects of participation in inclusive settings on student self-determination. In this exploratory study, we examined the association between students' inclusive school and community activities and the self-determination skills of active involvement in IEP activities and use of selected self-determination strategies.…
Descriptors: Self Determination, Student Participation, Inclusion, High School Students
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