This Article Full Text (OnlineFirst PDF) Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Kurth, J. Articles by Mastergeorge, A. M. Search for Related Content PubMed Articles by Kurth, J. Articles by Mastergeorge, A. M. Social Bookmarking                         What's this?

Individual Education Plan Goals and Services for Adolescents With Autism: Impact of Age and Educational Setting

^* To whom correspondence should be addressed. E-mail: Jennifer.Kurth{at}nau.edu.

	Abstract

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.

First published on February 3, 2009
The Journal of Special Education 2009, doi:10.1177/0022466908329825


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?