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Reports of life skills training for students with intellectual disabilities in and out of school
- Author:
- BOUCK E. C.
- Journal article citation:
- Journal of Intellectual Disability Research, 54(12), December 2010, pp.1093-1103.
- Publisher:
- Wiley
Life skills training, such as in independent living, transportation, and financial matters, can be critical to the success of individuals with intellectual disabilities (ID) in terms of post-school outcomes. Yet, research suggests a decreasing emphasis on the acquisition of life skills in school for students with ID. This paper raises the question of whether these individuals then receive training in these areas in the community once they leave school. The study represented a secondary analysis of the National Longitudinal Transition Study-2 data to understand the reported receipt of life skills instruction in school and out of school for individuals with mild and moderate/severe ID. Frequency distributions, significant tests and a t-test were used to understand receipt of life skills in and out of school for both individuals with mild and moderate/severe ID. The results suggest low-reported receipt of life skills instruction in school and post-school for individuals with mild ID, and few students with moderate/severe ID report receiving life skills training out of school. Receipt of life skills instruction in school is not related to receipt of life skills training after school by either individuals with mild ID or moderate/severe ID. The article concludes that, given the current educational policy situation towards inclusive general education placements for students with disabilities, educators who believe in the value of a life skills curriculum will need to be creative in its implementation and look towards transition plan and activities to provide students with the needed training in life skills.