Individual Education Plan Goals and Services for Adolescents With Autism: Impact of Age and Educational Setting
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Issue Date
2010-11-01Author
Kurth, Jennifer A.
Mastergeorge, Ann M.
Publisher
SAGE Publications
Type
Article
Article Version
Scholarly/refereed, publisher version
Metadata
Show full item recordAbstract
The purpose of this study is to describe the educational programs for adolescents with autism (age 12—16 years) in inclusion and noninclusion settings as reflected in their Individual Education Plan (IEP) goals, services, and curricular adaptations. Students who were included in general education math and language arts instruction had fewer overall IEP goals, but goals focused more on applied skill development, whereas students in noninclusion had goals addressing primarily rote and procedural skills. For students in both groups, all IEP goals were derived from kindergarten through fourth-grade standards. Likewise, for students in both groups, most IEP goals addressed core symptoms of autism (e.g., communication skills) as opposed to academic skill development, along with fewer overall goals and more curricular adaptations as students entered adolescence. Implications for practitioners are discussed.
Description
This is the author's accepted manuscript. The published version can be found at http://dx.doi.org/10.1177/0022466908329825
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Citation
Kurth, J.A. & Mastergeorge, M. (2010). Individual education plan goals and services for adolescents with autism: Impact of grade and educational setting. Journal of Special Education, 44(3), 146-160. http://dx.doi.org/10.1177/0022466908329825
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