Does Curriculum Matter for Secondary Students with Autism Spectrum Disorders: Analyzing the NLTS2.
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 independen...
| Publicado en: | Journal of Autism & Developmental Disorders Vol. 45; no. 5; pp. 1204 - 1213 |
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| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Springer Nature
May2015
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| Acceso en línea: | Ver este registro en EBSCOhost |
| Sumario: | 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 Longitudinal Transition Study-2 sought to understand the relationship between curriculum-functional versus non-functional-and seven measures of post-school outcomes for students with autism spectrum disorder. The main results of the study include low rates of receipt of a functional curriculum, poor post-school outcomes, and the lack of relationship between curriculum and post-school outcomes for students with autism spectrum disorder. |
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