The article also includes financial literacy resources, a sample lesson plan, recommended financial literacy and transition-based learning goals, and guiding questions for families to support financial literacy for students with ESN. These steps include (a) assessing financial literacy skills, (b) gathering financial literacy resources, (c) integrating financial literacy activities in inclusive settings, and (d) monitoring and reflecting on financial literacy progress, of all stakeholders including educators, students, and their families. This article introduces a series of steps that allow educators to integrate financial literacy skills in both inclusive school and community-based settings to support students and their families in the process. Financial literacy skills should be taught and explored within the mathematics curriculum (Newman et al., 2009) in inclusive settings by both general and special educators with sensitivity to the needs of the students and families. Implications for policy, practice, and future research are provided.įinancial education is vital to improving financial literacy for students with extensive support needs (ESN) to be successful in real-world scenarios and improve financial behaviors. Findings raise concern around the extent to which SAS are considered before placement decisions, the high frequency of paraprofessional support for students with BSPs, and the low frequency of social-communication SAS written for students with CCN. Students with CCN had significantly more social-communication SAS than those whose IEPs indicated little to no communication support needs however, 51.1% of students with CCN had no social-communication SAS. ![]() Students with BSPs had significantly more collaborative and behavior SAS than those without BSPs. ![]() Results show no significant differences in SAS for students across separate, resource, and inclusive placements. Trends in the supplementary aids and services (SAS) written in individualized education programs (IEPs) for students with significant disabilities (a) in different educational placements, (b) with and without behavior support plans (BSP), and (c) with and without complex communication needs (CCN) are examined using multivariate analysis of variance.
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