High-Quality Educational Programs for Students with Intellectual Disability in High School

Authored by: Mary E. Morningstar , Jennifer Kurth , Michael L. Wehmeyer , Karrie A. Shogren

Handbook of Research-Based Practices for Educating Students with Intellectual Disability

Print publication date:  November  2016
Online publication date:  October  2016

Print ISBN: 9781138832091
eBook ISBN: 9781315736198
Adobe ISBN: 9781317566243

10.4324/9781315736198.ch24

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Abstract

The transition to adulthood is typically marked by the high school graduation ceremony, a ritual that takes place for hundreds of thousands of youth across the country each spring. Students exit high school and enter postsecondary educational settings, go straight to work, or perhaps take some time off before they decide what direction their life will take. Youth with intellectual disability, however, far too often do not have similar adult life trajectories, and continue to experience negative post–high school outcomes (Sanford et al., 2011). Too often, young adults with intellectual disability transition to segregated work and residential settings without opportunities to engage in inclusive community settings. Innovative supports for a quality adult life are still mostly unobtainable (Braddock et al., 2013), despite existing and emerging models of positive and inclusive transitions (Certó & Luecking, 2006).

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