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

Jennifer A Kurth, Ann M. Mastergeorge

Research output: Contribution to journalArticle

43 Citations (Scopus)

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.

Original languageEnglish (US)
Pages (from-to)146-160
Number of pages15
JournalJournal of Special Education
Volume44
Issue number3
DOIs
StatePublished - 2010

Fingerprint

educational setting
Autistic Disorder
autism
educational program
adolescent
Education
Students
student
Language Arts
general education
communication skills
kindergarten
adolescence
Group
inclusion
art
instruction
Communication
language

Keywords

  • academic
  • adolescence
  • autism
  • inclusion
  • Individual Education Plan

ASJC Scopus subject areas

  • Education
  • Rehabilitation

Cite this

Individual education plan goals and services for adolescents with autism : Impact of age and educational setting. / Kurth, Jennifer A; Mastergeorge, Ann M.

In: Journal of Special Education, Vol. 44, No. 3, 2010, p. 146-160.

Research output: Contribution to journalArticle

@article{652d0ffbd4dd497397c3a44da9846955,
title = "Individual education plan goals and services for adolescents with autism: Impact of age and educational setting",
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.",
keywords = "academic, adolescence, autism, inclusion, Individual Education Plan",
author = "Kurth, {Jennifer A} and Mastergeorge, {Ann M.}",
year = "2010",
doi = "10.1177/0022466908329825",
language = "English (US)",
volume = "44",
pages = "146--160",
journal = "Journal of Special Education",
issn = "0022-4669",
publisher = "SAGE Publications Inc.",
number = "3",

}

TY - JOUR

T1 - Individual education plan goals and services for adolescents with autism

T2 - Impact of age and educational setting

AU - Kurth, Jennifer A

AU - Mastergeorge, Ann M.

PY - 2010

Y1 - 2010

N2 - 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.

AB - 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.

KW - academic

KW - adolescence

KW - autism

KW - inclusion

KW - Individual Education Plan

UR - http://www.scopus.com/inward/record.url?scp=77957893980&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=77957893980&partnerID=8YFLogxK

U2 - 10.1177/0022466908329825

DO - 10.1177/0022466908329825

M3 - Article

AN - SCOPUS:77957893980

VL - 44

SP - 146

EP - 160

JO - Journal of Special Education

JF - Journal of Special Education

SN - 0022-4669

IS - 3

ER -