Literacy Learning Outcomes in a Longitudinal Study of a Postschool Literacy Education Program for Young Adults With Intellectual Disabilities

摘要: There is limited research about learning outcomes for young people with intellectual disabilities (ID) in postschool education (PSE). This a significant issue as PSE strong predictor of successful employment individuals ID. Tertiary programs have been developed several countries, including Australia. These remain rare and available to only minority people. For years, service organizations the broader community Australia overseas developing educational particularly literacy meet needs this age group. However, many these by practitioners access evidence-based practice, leading difficulties providing evidence their effectiveness. paper reports findings longitudinal study effects on an 2-year program All students (n = 191) who completed from 1998 2013 were assessed receptive vocabulary, single word reading, reading comprehension. assessments undertaken at entry program, end first year, graduation. The quantitative analysis used growth trajectory model assess students' progress, accounting age, disability, gender, maturation, time. results provide statistically (p <.001) that individual increased scores all over authors argue appropriately designed long-term potential enhance language development adults disabilities.