While one generally assumes the longer one is out of school the more positive his or her outcomes this may be, this may not be accurate. Little research systematically explores the relationship between time after exiting high school and post-school outcomes, especially for students with disabilities. This study represented a secondary analysis of…

Attention to the educational programming of secondary students with mild intellectual disability has declined in recent decades, although the need for the attention has not, particularly when considering the postschool outcomes of this population. This paper discusses the current state postschool outcomes and secondary education services for…

Intellectual disability has been considered a high incidence disability in special education since the inception of the field in the United States. The purpose of this article is to evaluate current educational programs and practices for students who historically and commonly have been referred to as having mild mental retardation. The article…