Education and Training in Autism and Developmental Disabilities

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uals in this study was their access to and participation in activities that fostered the development of self-advocacy and self-determination. While not specifically considered in this study, the individual included in general education contexts had access to role models without disabilities who were developing and using self-advocacy and self-determination in their daily lives. The mere access to these role models may have facilitated Melinda’s development of these skills. Additional research, however, is needed to assist in our understanding of the role of such models in inclusive settings and the long-term outcomes achieved. It seems probable that successful adult outcomes for persons with significant disabilities are not the result of any one factor. Rather, it is likely that best practices in inclusive education, the ongoing presence of a benefactor and/or advocate, training in self-determination, and the availability of quality adult services in the community all interact to produce more positive post-school outcomes. While the findings of this investigation suggest that, when compared with services in selfcontained special education settings, providing special education in inclusive general education settings may lead to better outcomes for students with significant disabilities, these results must be viewed with the limitations mentioned above. Considerably more research, involving many more individuals with significant disabilities over several years, is needed before widespread conclusions can be reached about the differential impact of inclusive general education and self-contained special education settings on adult outcomes. Until such research is conducted, however, this study suggests that the current trend to provide services for students with significant disabilities in inclusive general education contexts may be one factor that facilitates more positive adult outcomes. References Anderson-Inman, L., Knox-Quinn, C., & Szymanski, M. (1999). Computer-supported studying: Stories of successful transition to post-secondary education. Career Development for Exceptional Individuals, 22, 185–212. Blackorby, J., & Wagner, M. (1996). Longitudinal post-school outcomes for youth with disabilities: Findings from the National Longitudinal Transition Study. Exceptional Children, 62, 399–413. Bogdan, R., & Taylor, S. (1975). Introduction to qualitative research methods. New York: John Wiley. Browder, D. M., Spooner, F., Wakeman, S., Trela, K., & Baker, J. N. (2006). Aligning instruction with academic content standards: Finding the link. Research & Practice for Persons with Severe Disabilities, 31, 309–321. Caldwell, J., & Heller, T. (2003). Management of respite and person assistance services in a consumer-directed family support programme. Journal of Intellectual Disability Research, 47, 352–366. Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches (2nd edition). Thousand Oaks, CA: Sage Publications. Doren, B., & Benz, M. (1998). Employment inequality revisited: Predictors of better employment outcomes for young women in transition. The Journal of Special Education, 31, 425–442. Edgar, E. (1987). Secondary programs in special education: Are many of them justifiable? Exceptional Children, 53, 555–561. Edgerton, R. B. (1967). The cloak of competence: Stigma in the lives of the mentally retarded. Berkeley, CA: University of California Press. 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, 165–174. Fisher, D., & Ryndak, D. L. (Eds.) (2001). Foundations of inclusive education: A compendium of articles on effective strategies to achieve inclusive education. Baltimore: Paul H. Brookes Publishing. Fisher, D., Sax, C., & Jorgensen, C. M. (1998). Philosophical foundations of inclusive, restructuring schools. In C. M. Jorgensen (Ed.), Restructuring high schools for all students: Taking inclusion to the next level (pp. 29–47). Baltimore: Paul H. Brookes Publishing. Hammersley, M., & Atkinson, P. (1995). Ethnography: Principles in practice (2 nd Edition). London: Routledge Publishing. Haring, K. A., & Lovett, D. L. (1990). A follow-up study of special education graduates. Journal of Special Education, 23, 463–477. Head, M. J., & Conroy, J. W. (2005). Outcomes of self-determination in Michigan. In R. J. Stancliffe & K. C. Lakin (Eds.), Costs and outcomes of community services for people with intellectual disabilities (pp. 219–240). Baltimore: Paul H. Brookes Publishing. Johnson, D. R., Bloomberg, L., Lin, H-C., McGrew, K., Bruininks, R. H., & Kim, C. (1995). A secondary analysis of the findings from the National Longitudinal Study: An examination of the postschool outcomes of Long-term Outcomes / 337
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Page 1 and 2: Education and Training in Autism an
Page 5 and 6: Manuscripts Accepted for Future Pub
Page 7 and 8: dents in classes that included stud
Page 9 and 10: TABLE 1 Summary Descriptors of Meli
Page 11 and 12: tions were conducted at their work
Page 13 and 14: her function more independently wit
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Page 17 and 18: ehaviors were consistent with Phill
Page 19: disabilities. Second, it has promot
Page 23 and 24: parents of students with intellectu
Page 25 and 26: tributed to such PSE program compon
Page 27 and 28: TABLE 2 Mean Scores of the 7 PSE Pr
Page 29 and 30: that educators’ and parents’ po
Page 31 and 32: gan, 1997). Despite the challenges
Page 33 and 34: ing the total score of the Family A
Page 35 and 36: with the identified factors being r
Page 37 and 38: of a positive outlook has been docu
Page 41 and 42: TABLE 1 Demographic Characteristics
Page 43 and 44: ways in the same interviews where s
Page 45 and 46: In a number of comments, respondent
Page 47 and 48: practitioners assigned both issues
Page 51 and 52: eliability (r .92) and good inter-
Page 53 and 54: TABLE 2 EQCA Adaptive Behaviors: Me
Page 55 and 56: TABLE 5 ERDCP: Means, SDs, and t Te
Page 57 and 58: teen of these studies (90%) reveale
Page 59 and 60: practice may have had an influence
Page 63 and 64: ing to questions, (c) the learner f
Page 65 and 66: around a small instructional table
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TABLE 3 (Continued) Student Steps D
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esponding to errors by interrupting
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Figure 1. Teacher’s number of ste
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Figure 2. Number of inquiry skills
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TABLE 4 Results of Parent Survey It
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data was not simply an artifact of
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Education and Training in Autism an
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TABLE 1 Students’ Description Sub
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served a communicative function. In
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Descriptive Analysis The first rese
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eakdown whenever it is the case. He
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stood attribution when two consecut
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within easy reach. The instructiona
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and provided Takao a pen with thin
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Figure 3. Percentages of correct re
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teacher whether we should fully hon
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components to be effective promptin
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ability (IQ 44, Stanford-Binet Inte
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TABLE 1 Task Analysis for Cooking R
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pographic); and (c) no response, ch
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Figure 2. Percentage of steps perfo
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Figure 4. Percentage of steps perfo
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ture audio feature of the PDA, but
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M. (1992). The effects of self oper
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TABLE 1 Stages of The Halliwick’s
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plete other steps (Tekin & Kɹrcaal
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Figure 1. Percentage of correct res
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Martin, J. (1981). The Halliwick Me
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systematic instruction to teach fou
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also extremely low with a standard
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Procedural reliability probes measu
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Discussion The purpose of this stud
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(1986). Stanford-Binet Intelligence
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focus on the important adults in th
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cording to the current environment
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that “she felt very inadequate in
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tive research. (2 nd Ed.). New Jers
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