Secondary students with moderate/severe intellectual disability: considerations of curriculum and post-school outcomes from the National Longitudinal Transition Study-2
Article first published online: 11 JAN 2012
© 2012 The Author. Journal of Intellectual Disability Research © 2012 Blackwell Publishing Ltd
Journal of Intellectual Disability Research
Volume 56, Issue 12, pages 1175–1186, December 2012
How to Cite
Bouck, E. C. (2012), Secondary students with moderate/severe intellectual disability: considerations of curriculum and post-school outcomes from the National Longitudinal Transition Study-2. Journal of Intellectual Disability Research, 56: 1175–1186. doi: 10.1111/j.1365-2788.2011.01517.x
- Issue published online: 6 NOV 2012
- Article first published online: 11 JAN 2012
- Accepted 17 November 2011
- intellectual disability;
- post-school outcomes;
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 understand in-school curriculum and educational programming for secondary students with moderate/severe ID as well as the relationship between curriculum and students' post-school outcomes. Statistical procedures such as frequency distributions, a significance test and logistic regression were utilised to analyse secondary data from the NLTS2.
Results The results suggest the majority of students with moderate/severe ID received a functional curriculum as well as instruction in core content areas; however, their instruction primarily occurred in pull-out educational settings. The students also reported low rates for the post-school outcomes examined (i.e. independent living, employment and post-secondary attendance). Finally, curriculum (functional vs. academics) was not related to any post-school outcome examined (e.g. independent living, employment).
Conclusions The data suggest additional research is needed to understand what factors impact post-school outcomes for students with moderate/severe ID. Yet – and regardless of the lack of impact – additional work is needed to help students achieve better post-school outcomes, including further examination of curriculum and instructional environments.