Item
The postschool outcomes of students with mild intellectual disability: does it get better with time?
Metadados
Título
The postschool outcomes of students with mild intellectual disability: does it get better with time?
Descrição
journal of Intellectual Disability Research
Autor
E. C. Bouck
Língua
Ano que foi publicado
2014
País de Origem
Tipo de pesquisa
Metodologia
This study is a secondary analysis of the NLTS2 data to understand the immediate (i.e. within 2 years) and longer-term outcomes (i.e. within 4 years, within 6 years and within 8 years) of secondary students with MID. Frequency distribu tions and a significant test were conducted to analyse data from the NLTS2.
Amostra
A total of 68 743 students with mild ID were included in this secondary analysis of the NLTS2 database
Método de Pesquisa
A total of 68 743 students with mild ID were included in this secondary analysis of the NLTS2 database, representing 0.4% of the 19 899 621 stu dents with disabilities– based on weighted data represented in the original NLTS2 data (SRI International, n.d.). Of the 68 743– based on weighted data to represent the population, 51.1% (SE 5.8) were Caucasian, 41.4% (SE 6.2) African American, and 4.5% (SE 1.8) Hispanic. The major ity of students (97.3%) were native English speakers. A higher percentage of the students were male (55.3%vs.44.7%, SE 5.7). The majority of the students were from families with an annual yearly income of less than or equal to $25 000 (62.0%, SE 4.4), followed by between $25 000 and $50 000 (23.5%, SE 3.7), and finally greater than $50 000 (13.9%, SE 2.2). The average reading grade level of the students included in the study was 3.97 (0.18), which was, conservatively, an average of 6.35 grades below grade level at the time of assessment. The average mathematics grade level of the students included in the study was 4.00 (0.24), which was, conservatively, an average of 6.47 grades below grade level at time of assessment. Stu dents most frequently came from schools located in suburban communities (46.0%, SE 5.9), followed by urban (28.5%, SE 6.1), and rural (25.5%, SE 4.7).
Principais Descobertas
Students with MID struggled with post school success when considering employment, post secondary education, and independent living. Across the span of time since graduation (i.e. within 2 years, within 4 years, within 6 years, and within 8 years), a lack of consistent pattern existed, in general, for these students with regards to out comes. Students did not necessarily improve or decline in their outcomes the longer they were out of school.
Comentário Avaliativo
Future research needs to continue to explore the in-school and postschool experiences of students with MID. The aggregation of students with MID with students with learning disabilities or moderate/ severe ID fails to account for the unique character istics, needs and experiences of this population, and contributes to what Polloway (2004) coined as the eulogy for this category. Greater attention in research is needed to identify high quality educa tional experiences for secondary students with MID, particularly ones whose evidence suggest they are related to improved postschool outcomes.