Self-Monitoring Among Secondary and Post-Secondary Students with Intellectual and Developmental Disabilities: A Systematic Review
Document Type
Article
Publication Date
10-2021
Publication Title
Special Education Research, Policy & Practice
ISSN
1598-7043
Abstract
Individuals with intellectual and developmental disabilities (IDD) are going to college to earn certificates of completion in ever-increasing numbers in the pursuit of obtaining competitive employment (Cullen, Simmons-Reed, & Weaver, 2017). However, these students may need more support in order to reach their full potential and to survive and thrive independently as they transition to adulthood. Learning how to self-monitor is an important skill for success in college and employment. Unfortunately, there are significant gaps in the literature on self-monitoring for students with IDD who are attending post-secondary institutions. A preliminary search of the literature has revealed very few studies applicable to self-monitoring behaviors in college-aged individuals with IDD. This paper will reflect the results of a detailed search of the peer-reviewed literature surrounding this topic.
Recommended Citation
Marsh, Melvin S., Stephanie M. Devine.
2021.
"Self-Monitoring Among Secondary and Post-Secondary Students with Intellectual and Developmental Disabilities: A Systematic Review."
Special Education Research, Policy & Practice, 5 (1): 75-94.
https://digitalcommons.georgiasouthern.edu/teach-elementary-facpubs/41
Comments
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