Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Maximizing the Potential of Our Youth with Intellectual Disabilities: Rethinking Functional Curriculum

  • Denise A. Rich-Gross, Ph.D. (Author) The University of Akron image/svg+xml
    Denise Rich-Gross, Ph.D., is an Intervention Specialist currently teaching grades 6-8 in the Warren City Schools. Her research interests include Transition Planning for Students with Disabilities Exiting High School, Professional Development, and Literacy Strategies for Achievement Testing, along with Intervention Strategies in Inclusion Settings. Her 17+ years of service in the helping professions have included teaching grades 6-8 special education, teaching multi-handicapped students and adult vocational habilitation work within community and shelter based settings.
DOI
https://doi.org/10.64546/jaasep.236
Abstract
There exists a need to examine the practice of pushing functional curriculum to the bottom of the list to teach students with intellectual disabilities (ID). This article discusses how students with these disabilities could better transition into society if they are instructed appropriately. The author further investigates the current practices in other countries. The federally controlled education systems in Germany best demonstrates the need to offer more years of functional curriculum, job training and life skills early in the education of students with ID. Assessments for students with intellectual disabilities needs changed, the United States has a one size fits all approach to accountability and testing. German students trained in a vocational area would be assessed on the areas of study. Early assessments appropriately address how our students learn best. The different types of learners and their areas of interest need to be recognized for successful transition into the community.
Keywords
Daily Living Skills, Evaluation Methods, Foreign Countries, Intellectual Disability, Job Training, Student Evaluation
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How to Cite
Rich-Gross, D. A. (2014). Maximizing the Potential of Our Youth with Intellectual Disabilities: Rethinking Functional Curriculum. Journal of the American Academy of Special Education Professionals, 9(1), 132-140. https://doi.org/10.64546/jaasep.236

Winter 2014

Article Information

  • Article Type Articles
  • Submitted January 16, 2014
  • Published February 15, 2014
  • Issue Winter 2014
  • Section Articles
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