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Malarie E. Deardorff; Joshua M. Pulos; Andrea L. Suk; Kendra L. Williams-Diehm; Amber E. McConnell – Inclusion, 2020
Despite challenges educators face when assessing needs of students with significant cognitive disabilities, providing a fair and accurate assessment of skills is crucial to a student's future success. Dismal outcomes for these students indicate the current transition planning process is weak and not appropriate. Research suggests meaningful…
Descriptors: Students with Disabilities, Intellectual Disability, Transitional Programs, Planning
Jaimie Timmons; Agnieszka Zalewska; Allison Cohen Hall; Sheila Fesko – Inclusion, 2017
Bleak transition outcomes for youth with autism spectrum disorder (ASD), coupled with the surge in incidence, has led to the need for focused and innovative transition strategies. While structured community service reveals promise, documentation of how community service experiences contribute to building employment skills for youth with…
Descriptors: Autism Spectrum Disorders, Students with Disabilities, Inclusion, Job Skills
Martin Agran; Fred Spooner; Colleen Robertson – Inclusion, 2018
The American Association on Intellectual and Developmental Disabilities (AAIDD) hosted the National Goals in Research, Policy, and Practice working meeting in August, 2015, to identify key national policies, priorities, and practices to serve and support students with intellectual and developmental disabilities (IDD) at the secondary level. The…
Descriptors: Educational Quality, Students with Disabilities, Intellectual Disability, Developmental Disabilities