[article]
| Titre : |
Individualized education program quality for transition age students with autism |
| Type de document : |
Texte imprimé et/ou numérique |
| Auteurs : |
Jordan A. FINDLEY, Auteur ; Lisa A. RUBLE, Auteur ; John H. MCGREW, Auteur |
| Année de publication : |
2022 |
| Article en page(s) : |
101900 |
| Langues : |
Anglais (eng) |
| Mots-clés : |
Individualized education program Autism Transition Postsecondary |
| Index. décimale : |
PER Périodiques |
| Résumé : |
Background Students with ASD have some of the worst postsecondary outcomes when compared to other students with disabilities indicating transition planning may not be working effectively. One source of support for postsecondary planning is development of the transition Individualized Education Program (IEP). However, little research is available to describe the current contents of transition IEPs for students with ASD. This study aimed to describe IEP and postsecondary planning quality for students with autism in their final year of high school. Method IEPs for 20 students with autism (Mage?=?18.2 years; SD?=?1.1) from two mid-southern states were analyzed. Descriptive analyses were used to identify strengths and weaknesses of IEPs and postsecondary goals based on federal law requirements and best practice recommendations. Results IEPs contained an average of 3.1 IEP goals and 1.6 postsecondary goals. IEP goals were most frequently related to academic, learning/work, or communication skills. All IEPs contained an employment postsecondary goal while less than half of the IEPs included an independent living postsecondary goal. Key findings include lack of goals related to social skills and the lack of alignment between present levels of performance, IEP goals, and postsecondary goals. Conclusions IEPs for students with ASD in their final year of school do not consistently meet standards outlined by federal law or best practice recommendations necessary for successful transition from high school. |
| En ligne : |
https://doi.org/10.1016/j.rasd.2021.101900 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458 |
in Research in Autism Spectrum Disorders > 91 (March 2022) . - 101900
[article] Individualized education program quality for transition age students with autism [Texte imprimé et/ou numérique] / Jordan A. FINDLEY, Auteur ; Lisa A. RUBLE, Auteur ; John H. MCGREW, Auteur . - 2022 . - 101900. Langues : Anglais ( eng) in Research in Autism Spectrum Disorders > 91 (March 2022) . - 101900
| Mots-clés : |
Individualized education program Autism Transition Postsecondary |
| Index. décimale : |
PER Périodiques |
| Résumé : |
Background Students with ASD have some of the worst postsecondary outcomes when compared to other students with disabilities indicating transition planning may not be working effectively. One source of support for postsecondary planning is development of the transition Individualized Education Program (IEP). However, little research is available to describe the current contents of transition IEPs for students with ASD. This study aimed to describe IEP and postsecondary planning quality for students with autism in their final year of high school. Method IEPs for 20 students with autism (Mage?=?18.2 years; SD?=?1.1) from two mid-southern states were analyzed. Descriptive analyses were used to identify strengths and weaknesses of IEPs and postsecondary goals based on federal law requirements and best practice recommendations. Results IEPs contained an average of 3.1 IEP goals and 1.6 postsecondary goals. IEP goals were most frequently related to academic, learning/work, or communication skills. All IEPs contained an employment postsecondary goal while less than half of the IEPs included an independent living postsecondary goal. Key findings include lack of goals related to social skills and the lack of alignment between present levels of performance, IEP goals, and postsecondary goals. Conclusions IEPs for students with ASD in their final year of school do not consistently meet standards outlined by federal law or best practice recommendations necessary for successful transition from high school. |
| En ligne : |
https://doi.org/10.1016/j.rasd.2021.101900 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458 |
|
Individualized education program quality for transition age students with autism in Research in Autism Spectrum Disorders, 91 (March 2022)
