Individual education plan goals and services for adolescents with autism: Impact of age and educational setting

Journal of Special Education

Volumn 44, Issue 3, 2010, Pages 146-160

  Kurth, Jennifer ^a   Mastergeorge, Ann M ^b  

^a NORTHERN ARIZONA UNIVERSITY   (United States)

^b UNIVERSITY OF CALIFORNIA   (United States)

Author keywords

academic; adolescence; autism; inclusion; Individual Education Plan

Indexed keywords

EID: 77957893980     PISSN: 00224669     EISSN: None     Source Type: Journal    
DOI: 10.1177/0022466908329825     Document Type: Article

References (51)

1. Agran, M., Alper, S., & Wehmeyer, M. (2002). Access to the general curriculum for students with significant disabilities: What it means to teachers. Education and Training in Mental Retardation and Developmental Disabilities, 37(2), 123-133.
2. Agran, M., Blanchard, C., Wehmeyer, M., & Hughes, C. (2002). Increasing the problem-solving skills of students with developmental disabilities participating in general education. Remedial and Special Education, 23(5), 279-288.
3. Boutot, E.A., & Bryant, D.P. (2005). Social integration of students with autism in inclusive settings. Education and Training in Mental Retardation and Developmental Disabilities, 40(1), 14-23.
4. Browder, D., Spooner, F., Ahlgrim-Delzell, L., Flowers, C., Algozzine, B., & Karvonen, M. (2003). A content analysis of the curricular philosophies reflected in states' alternate assessment performance indicators. Research and Practice for Persons with Severe Disabilities, 28(4), 165-181.
5. Browder, D., Spooner, F., Wakeman, S., Trela, K., & Baker, J. (2006). Aligning instruction with academic content standards: Finding the link. Research and Practice for Persons With Severe Disabilities, 31(4), 309-321.
6. Browder, D., Wakeman, S., & Flowers, C. (2006). Assessment of progress in the general curriculum for students with disabilities. Theory Into Practice, 45(3), 249-259.
7. Bryson, S., Rogers, S., & Fombonne, E. (2003). Autism spectrum disorders: Early detection, intervention, education, and psychopharmacological management. Canadian Journal of Psychiatry, 48(8), 506-516.
8. Causton-Theoharis, J.N., & Malmgren, K.W. (2005). Increasing peer interactions for students with severe disabilities and their peers via paraprofessional training. Exceptional Children, 71(4), 431-444.
9. Cawley, J., Hayden, S., Cade, E., & Baker-Kroczynski, S. (2002). Including students with disabilities into the general education science classroom. Exceptional Children, 68(4), 423-435.
10. Clayton, J., Burdge, M., Denham, A., Klienert, H., & Kearns, J. (2006). A four-step process for accessing the general curriculum for students with significant cognitive disabilities. Teaching Exceptional Children, 38(5), 20-27.
11. Connor, D., & Ferri, B. (2007). The conflict within: Resistance to inclusion and other paradoxes in special education. Disability and Society, 22(1), 63-77.
12. Cushing, L.S., Clark, N.M., Carter, E.W., & Kennedy, C.H. (2005). Access to the general education curriculum for students with significant cognitive disabilities. Teaching Exceptional Children, 38(2), 6-13.
13. Dore, R., Dion, A., Wagner, S., & Brunet, J.-P. (2002). High school inclusion of adolescents with mental retardation: A multiple case study. Education and Training in Mental Retardation and Developmental Disabilities, 37(3), 253-261.
14. Drasgow, E., Yell, M., & Robinson, T.R. (2001). Developing legally correct and educationally appropriate IEPs. Remedial and Special Education, 22(6), 359-373.
15. Etscheidt, S. (2006). Progress monitoring: Legal issues and recommendations for IEP teams. Teaching Exceptional Children, 38(3), 56-60.
16. Fisher, D., & Frey, N. (2001). Access to the core curriculum: Critical ingredients for student success. Remedial and Special Education, 22(3), 148-157.
17. Fisher, M., & Meyer, L.H. (2002). Development and social competence after two years for students enrolled in inclusive and self-contained educational programs. Research and Practice for Persons With Severe Disabilities, 27(3), 165-174.
18. Flowers, C., Ahlgrim-Delzell, L., Browder, D., & Spooner, F. (2005). Teachers' perceptions of alternate assessments. Research and Practice for Persons With Severe Disabilities, 30(2), 81-92.
19. Gettinger, M., & Stoiber, K. (1998). Critical incident reporting: A procedure for monitoring children's performance and maximizing progress in inclusive settings. Early Childhood Education Journal, 26(1), 39-46.
20. Greenspan, S., & Wieder, S. (2006). Engaging autism: Using the Floortime approach to help children relate, communicate, and think. Cambridge, MA: De Capo.
21. Hedeen, D.L., & Ayres, B.J. (2002). You want me to teach him to read? Fulfilling the intent of IDEA. Journal of Disability Policy Studies, 13(3), 180-189.
22. Hunter Quartz, K. (2003). Too angry to leave: Supporting new teachers' commitment to transform urban schools. Journal of Teacher Education, 54(2), 99-111.
23. Individuals with Disabilities Education Act (IDEA) Data. (2006). Retrieved, February 12, 2008, from www.ideadata.org.
24. Individuals with Disabilities Education Improvement Act, H.R. 1350 (2004).
25. Iovnannone, R., Dunlap, G., Huber, H., & Kincaid, D. (2003). Effective educational practices for students with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 18(3), 150-165.
26. Jameson, M., McDonnell, J., Johnson, J.W., Riesen, T., & Polychronis, S.C. (2007). A comparison of one-to-one embedded instruction in the general education classroom and one-to-one massed practice instruction in the special education classroom. Education and Treatment of Children, 30(1), 23-44.
27. Johnson, J.W., McDonnell, J., Holzwarth, V.N., & Hunter, K. (2004). The efficacy of embedded instruction for students with developmental disabilities enrolled in general education classes. Journal of Positive Behavior Interventions, 6(4), 214-227.
28. Lee, S., Amos, A., Gragoudas, S., Lee, Y., Shogren, K., Theoharis, R.,et al.(2006). Curriculum augmentation and adaptation strategies to promote access to the general curriculum for students with intellectual and developmental disabilities. Education and Training in Developmental Disabilities, 41(3), 199-212.
29. Lindsay, G. (2007). Educational psychology and the effectiveness of inclusive education/mainstreaming. British Journal of Educational Psychology, 77(1), 1-24.
30. Lynch, S., & Adams, P. (2008). Developing standards-based individualized education program objectives for students with significant needs. Teaching Exceptional Children, 40(4), 36-39.
31. Mastropieri, M.A., & Scruggs, T.E. (2001). Promoting inclusion in secondary classrooms. Learning Disability Quarterly, 24(4), 265-274.
32. McCleskey, J., Henry, D., & Hodges, D. (1998). Inclusion: Where is it happening? Teaching Exceptional Children, 30, 4-10.
33. Meyer, L.H. (2001). The impact on inclusion on children's lives: Multiple outcomes, and friendship in particular. International Journal of Disability, Development and Education, 48, 9-31.
34. National Center for Educational Statistics. (2005). Digest of education statistics tables and figures, Table 52. Retrieved September 2006 from http://nces.ed.gov/programs/digest/d05/tables/dt05_052.asp.
35. Ong, F. (Ed.). (1998). English-Language Arts content standards for California public schools, kindergarten through grade twelve. Sacramento, CA: Department of Education.
36. Ong, F. (Ed.). (1999). Mathematics content standards for California public schools, kindergarten through grade twelve. Sacramento, CA: Department of Education.
37. Ozonoff, S., Goodlin-Jones, B., & Solomon, M. (2005). Evidence-based assessment of autism spectrum disorders in children and adolescents. Journal of Clinical Child and Adolescent Psychology, 34(3), 523-540.
38. Raver, S. (2004). Monitoring child progress in early childhood special education settings. Teaching Exceptional Children, 36(6), 52-57.
39. Shinn, M. (2007). Identifying students at risk, monitoring performance, and determining eligibility within response to intervention: Research on educational need and benefit from academic intervention. School Psychology Review, 36(4), 601-617.
40. Simpson, R. (2003). Policy-related research issues and perspectives. Focus on Autism and Other Developmental Disabilities, 18(3), 192-196.
41. Simpson, R., de Boer-Ott, S.R., & Smith-Myles, B. (2003). Inclusion of learners with autism spectrum disorders in general education settings. Topics in Language Disorders, 23(2), 116-133.
42. Spooner, F., & Browder, D.M. (2006). Why teach the general curriculum? In D. M. Browder & F. Spooner (Eds.), Teaching language arts, math, and science to students with significant cognitive disabilities (pp. 1-14). Baltimore, MD: Paul H. Brooks.
43. Stecker, P., Lembke, E., & Foegen, A. (2008). Using progress-monitoring data to improve instructional decision making. Preventing School Failure, 52(2), 48-58.
44. Stevens, J. (1996). Applied multivariate statistics for the social sciences. Mahwah, NJ: Lawrence Erlbaum.
45. Taylor, S. (2004). Caught in the continuum: A critical analysis of the principle of the least restrictive environment. Research and Practice for Persons With Severe Disabilities, 29(4), 218-230.
46. Volkmar, F., Lord, C., Bailey, A., Schultz, R., & Klin, A. (2004). Autism and pervasive developmental disorders. Journal of Child Psychology and Psychiatry, 45(1), 135-170.
47. Walsh, J. (2001). Getting the big picture of IEP goals and state standards. Teaching Exceptional Children, 33(5), 18-26.
48. Ward, T., Van De Mark, C., & Ryndak, D. (2006). Balanced literacy classrooms and embedded instruction for students with severe disabilities: Literacy for all in the age of school reform. In D. M. Browder & F. Spooner (Eds.), Teaching language arts, math, and science to students with significant cognitive disabilities (pp. 125-171). Baltimore, MD: Paul H. Brookes.
49. Westling, D., & Fox, L. (2000). Teaching students with severe disabilities (2nd ed.). Upper Saddle River, NJ: Prentice-Hall.
50. Wilczynski, S., Menousek, K., Hunter, M., & Mugdal, D. (2007). Individualized Education Programs for youth with autism spectrum disorders. Psychology in the Schools, 44(7), 653-666.
51. Williams, S., Johnson, C., & Sukhodolsky, D. (2005). The role of the school psychologist in the inclusive education of school-age children with autism spectrum disorders. Journal of School Psychology, 43, 117-136.