Community-Based Instruction (CBI) as a Component of a Successful Transition Plan for Students with Intellectual Disabilities

Dr. Russell Dubberly

Abstract

This research study used a student-focused questionnaire to gain understanding about high school students with intellectual disabilities who participate in community-based instruction (CBI) as a component of their transition planning. The participating students have intellectual disabilities, range in age from 16-years-old to 22-years-old, and attend a public school for students with special needs. The survey used descriptive statistics to quantify students’ responses within five sub-domains (constructs) which were categorized as program satisfaction, learning, self-esteem, independent functioning, and social skills.

 


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