Evaluating financial literacy curriculum for young adults with special needs

A review of content, universal design for learning, and culturally responsive curriculum principles

Bibliographic Data

ID16898312
AuthorsMary Beth Henning (Northern Illinois University), Sarah Johnston-Rodriguez (Northern Illinois University, corresponding author)
Year2018
Volume17
Issue2
Pages118-135
Publication date2018-08-01
Open AccessYes
TypeARTICLE
VenueCitizenship Social and Economics Education (JOURNAL)
Journal identifiersISSN: 2047-1734 • E-ISSN: 2047-1734
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1177/2047173418789593
OpenAlexW2885934240
LanguageEN
Citations received2
References cited15

Acquiring financial literacy presents many unique challenges for young adults with disabilities. Although financial literacy can and should be taught throughout the lifespan, this review examines the curriculum accessible to students with high incidence disabilities who are 14–21 years old, when they are planning for transition from secondary school to the workforce/higher education. This review examines five examples of promising financial literacy curriculum: Financial Fitness for Life, Practical Money Skills, Finance in the Classroom, Money Talks 4 Teens, and Money Smart for Young Adults. The curricula are compared for their application of universal design and culturally responsive curriculum principles. Completed rubrics will be presented to evaluate those curricula based on standards-based financial literacy concepts particularly relevant to youth with special needs, principles of universal design, and culturally responsive curriculum

Business · Curriculum · Financial literacy · Literacy · Mathematics education · Medical education · Pedagogy · Political science · Rubric · Workforce · Disability Education and Employment · Financial Literacy, Pension, Retirement Analysis · Medicine · Psychology · Retirement, Disability, and Employment · Finance

Tools

Open DOISci-HubOpen Access