Assistive technology can benefit students with disabilities in terms of independence and performance. Yet more research is needed regarding usage of assistive technology. Using the National Longitudinal Transition Study 2012 database, the authors explored reported use regarding assistive technology by secondary students with disabilities. Overall,…

While one generally assumes the longer one is out of school the more positive his or her outcomes this may be, this may not be accurate. Little research systematically explores the relationship between time after exiting high school and post-school outcomes, especially for students with disabilities. This study represented a secondary analysis of…

While research exists on parent expectations associated with post-school outcomes of youth with intellectual disability, limited research examines issues of parent--and youth--post-school expectations relative to issues of community, such as living in rural versus urban or suburban settings. Through a secondary analysis of the National…

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…

As K-12 mathematics standards shift toward emphasizing both conceptual and procedural knowledge in secondary courses such as algebra and geometry, the struggles for students with disabilities become more pronounced. To address these challenges, research has commonly explored the use of technology to aid in the teaching of students with…

Attention to the educational programming of secondary students with mild intellectual disability has declined in recent decades, although the need for the attention has not, particularly when considering the postschool outcomes of this population. This paper discusses the current state postschool outcomes and secondary education services for…

Students with intellectual disability historically struggle with post-school outcomes. However, much of the research on students with intellectual disability relative to post-school outcomes and transition services is aggregated for students with mild, moderate, and severe intellectual disability. This secondary analysis of the National…

A common presumption of secondary education is that what occurs in-school impacts students after they exit school. Previous researchers found transition-services received in school by students with autism spectrum disorder predicted their post-school success with regards to employment and independent living. This secondary analysis of the National…

This study represents a follow-up to a review of research on functional curriculum for secondary students with mild intellectual disability by Bouck and Flanagan (2010), which focused on the years 1994-2009. This systematic review focused on research involving functional curriculum for secondary students with mild intellectual disability published…

All students are expected to participate in accountability systems and multiple options exist for students with disabilities, including taking the general large-scale assessment with and without accommodations and taking an alternate assessment. Using a secondary analysis of the National Longitudinal Transition Study-2 (NLTS2), the researcher…

Adolescents with learning disabilities in reading have difficulties with reading and understanding difficult gradelevel curricular material. One frequently used method of support is using read-aloud accommodations, which can be live read-alouds or text-to-speech (TTS) read-alouds. A single case alternating treatment design was used to examine the…

Written expression is a key component of the secondary curriculum, but many students struggle to produce effective written expression passages. However, written expression can be supported through prewriting strategies such as concept mapping. Using a counterbalanced group design, 19 secondary students alternated between using paper- or…

Independence is the ultimate goal for students with disabilities, including secondary students with autism. One avenue targeted for increasing independence and decreasing prompt-dependency is through self-monitoring. In this study, investigators sought to determine whether a difference exists in levels of task independence when three students with…

Introduction: Digital textbooks are increasingly marketed and used, yet little research examines this medium. Within the limited research, even less investigates the role of digital textbooks in mathematics--a challenging content area for many students, but especially for students with visual impairments. Methods: Through a qualitative analysis,…

Concern and research involving the overrepresentation of African American students in the category of mild intellectual disability (MID) has existed for over four decades. Yet, little research focuses exclusively on the disproportionate representation of African American students at the secondary level. This study analyzed the National…