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Direct linkBouck, Emily C. – Education and Training in Autism and Developmental Disabilities, 2017
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…
Descriptors: Mild Intellectual Disability, Secondary School Students, Outcomes of Education, Employment Level
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
Bouck, Emily C.; Joshi, Gauri S. – Journal of Autism and Developmental Disorders, 2015
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…
Descriptors: Pervasive Developmental Disorders, Curriculum Design, Transitional Programs, Correlation
