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Direct linkCollin Shepley; R. Joseph Waddington – Intellectual and Developmental Disabilities, 2024
The participation of students with significant cognitive disabilities in accountability assessments aligned with general education standards is a heavily debated topic in the field of special education. Attempts to understand the impact of these assessments have generally been limited to correlational methods. We employed a…
Descriptors: Educational Legislation, Federal Legislation, Students with Disabilities, Severe Intellectual Disability
Download full textPapay, Clare; Grigal, Meg; Migliore, Alberto; Chen, Jie; Choiseul-Praslin, Belkis; Smith, Frank – Institute for Community Inclusion, 2022
College-based transition services provide opportunities for transition-age students with intellectual disability and autism (ID/A) between the ages of 18 and 22 to receive their final years of secondary transition services in a college or university setting. We compared the extent to which youth with ID/A experience in-school predictors of…
Descriptors: Transitional Programs, Students with Disabilities, Intellectual Disability, Autism Spectrum Disorders
Bouck, Emily C.; Chamberlain, Courtney – Career Development and Transition for Exceptional Individuals, 2017
Understanding the relationship between services and outcomes is important for students with disabilities. While research exists regarding relationships between services and supports provided in school and adult life outcomes for students with disabilities, less attention is paid to the supports and services provided after students exit high…
Descriptors: Mild Intellectual Disability, Longitudinal Studies, Special Education, Transitional Programs
