Individual Education Plan Goals and Services for Adolescents With Autism: Impact of Age and Educational Setting

By J. Kurth, Ann M. Mastergeorge. 2010

148 citations recorded by the source corpus.

Subfields: Clinical Psychology, Cognitive Neuroscience, Safety Research

View Paper: https://www.semanticscholar.org/paper/d05b8436bbde7c3a1c565097b9480a88a4359f90

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. M. Wehmeyer
2. K. Shogren
3. M. Agran
4. J. Katz
5. J. Kurth
6. Mary E. Morningstar
7. D. Ryndak
8. L. Jackson

In Cognitive Neuroscience

1. J. Katz
2. Mary E. Morningstar
3. J. Kurth

In Safety Research

1. M. Wehmeyer
2. K. Shogren
3. J. Kurth
4. M. Agran
5. D. Ryndak
6. J. Katz
7. Mary E. Morningstar
8. Alison L. Zagona

Citations in the corpus

• Opportunities to Learn for Students With Extensive Support Needs: A Context of Research-Supported Practices for All in General Education Classes (2017, background): “…are significant barriers to OTL, including students’ lack of access to (a) grade-level standards-based curriculum content (Blank & Smithson, 2014; Kurth & Mastergeorge, 2010), (b) general education classes and other educational contexts (Kleinert et al., 2015; Kurth, Morningstar, & Kozleski,…”
• The Persistence of Highly Restrictive Special Education Placements for Students With Low-Incidence Disabilities (2014, background): “Furthermore, simply being placed in a general education setting appears to increase learning expectations for students (Kurth & Mastergeorge, 2010).”
• Why Aren’t Students with Severe Disabilities Being Placed in General Education Classrooms: Examining the Relations Among Classroom Placement, Learner Outcomes, and Other Factors (2020, background): “In addition, inclusive settings are associated with more rigorous and higher quality Individualized Education Program (IEP) goals (Kurth & Mastergeorge, 2010), greater engagement in curricular activities (Kurth & Mastergeorge, 2012), and higher levels of social engagement (Lyons, Cappadocia, &…”
• THE THREE BLOCK MODEL OF UNIVERSAL DESIGN FOR LEARNING (UDL): ENGAGING STUDENTS IN INCLUSIVE EDUCATION (2013, background): “Students with disabilities also outperformed their peers in segregated classrooms in adaptive/life skills, vocational and academic competence (Kurth & Mastergeorge, 2010; Myklebust, 2006).”
• Supporting Students With Severe Disabilities in Inclusive Schools (2015, background): “Email: jkurth@ku.edu disabilities in a general education setting can increase learning expectations for all students (Kurth & Mastergeorge, 2010).”