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Functional Curriculum and Students with Mild Intellectual Disability: Exploring Postschool Outcomes through the NLTS2
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Bouck, Emily C.; Joshi, Gauri – Education and Training in Autism and Developmental Disabilities, 2012
While students with mild intellectual disability receive less attention in research, their educational programming is still important, including the curriculum they receive in school. This study analyzed the National Longitudinal Transition Study-2 (NLTS2) as to the curriculum students with mild intellectual disability received in high school as…
Descriptors: Mild Mental Retardation, Secondary School Curriculum, Daily Living Skills, Outcomes of Education
Secondary Students with Moderate/Severe Intellectual Disability: Considerations of Curriculum and Post-School Outcomes from the National Longitudinal Transition Study-2
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Bouck, E. C. – Journal of Intellectual Disability Research, 2012
Background: A conversation currently exists regarding secondary curriculum (e.g. academics, functional) for students with moderate/severe intellectual disability (ID) without a large research base connecting curriculum to outcomes. Method: This study represented a secondary analysis of the National Longitudinal Transition Study-2 (NLTS2) data to…
Descriptors: Program Effectiveness, Employment, Independent Living, Moderate Mental Retardation