Assistive Technology and Students With High-incidence Disabilities

2011 ◽  
Vol 33 (5) ◽  
pp. 298-308 ◽  
Author(s):  
Emily C. Bouck ◽  
Yukiko Maeda ◽  
Sara M. Flanagan
Keyword(s):  
High School ◽  
Assistive Technology ◽  
Postsecondary Education ◽  
Technology Use ◽  
Postschool Outcomes ◽  
High Incidence ◽  
Transition Study ◽  
National Longitudinal Transition Study ◽  
High Incidence Disabilities ◽  
Technology In School

Assistive technology use in secondary school and postschool has been shown to improve the educational attainment and life outcomes of students with high-incidence disabilities. This study used data from the National Longitudinal Transition Study–2—collected in the early to mid-2000s—to explore the relationship between receipt of assistive technology in school and postschool outcomes. Few students in this study reported receiving assistive technology in high school (7.8%) and fewer still after high school (1.1%). In general, students with high-incidence disabilities who reported receiving assistive technology in school had more positive postschool outcomes in terms of a paid job, wages, and participation in postsecondary education. Yet assistive technology receipt was not a statistically significant factor in the logistic regression model for any dependent variable (i.e., postschool outcome). Although positive implications for receipt of assistive technology in school were suggested, receipt was not a predictor for positive postschool outcomes.

Assistive Technology for Students With Disabilities: An Updated Snapshot

2020 ◽  
pp. 016264342091462
Author(s):  
Emily C. Bouck ◽  
Holly Long
Keyword(s):  
Assistive Technology ◽  
Students With Disabilities ◽  
Secondary Students ◽  
Significant Relationship ◽  
Technology Use ◽  
Transition Study ◽  
And Performance ◽  
Disability Categories ◽  
National Longitudinal Transition Study

Assistive technology can benefit students with disabilities in terms of independence and performance. Yet more research is needed regarding usage of assistive technology. Using the National Longitudinal Transition Study 2012 database, the authors explored reported use regarding assistive technology by secondary students with disabilities. Overall, the authors found low rates of assistive technology reported use among students with disabilities aggregated, although there were large ranges across disability categories (e.g., 14.5%–74.0% for use of assistive technology). Disability category had a statistically significant relationship with reported assistive technology use for secondary students.

Best Practices in Transition to Adult Life for Youth With Intellectual Disabilities

2013 ◽  
Vol 37 (3) ◽  
pp. 136-148 ◽  
Author(s):  
Clare K. Papay ◽  
Linda M. Bambara
Keyword(s):  
Best Practices ◽  
Intellectual Disabilities ◽  
Postsecondary Education ◽  
Adult Life ◽  
Parent Expectations ◽  
Life Outcomes ◽  
Postschool Outcomes ◽  
High Expectations ◽  
Transition Study ◽  
National Longitudinal Transition Study

A number of best practices are recommended by researchers and professionals in the field of transition to improve postschool outcomes for youth with intellectual disabilities. This study analyzed data from the National Longitudinal Transition Study-2 to examine whether best practices are predictive of postschool outcomes. The combination of five best practices was found to significantly predict employment, postsecondary education, and enjoyment of life outcomes after controlling for characteristics. In these analyses, parent expectations for employment and postsecondary education were some of the strongest predictors of postschool success. Although this study had several limitations, these findings suggest that best practices may be predictive of postschool success and highlight the importance of having high expectations for all youth.

Longitudinal Postschool Outcomes of Youth with Disabilities: Findings from the National Longitudinal Transition Study

1996 ◽  
Vol 62 (5) ◽  
pp. 399-413 ◽  
Author(s):  
Jose Blackorby ◽  
Mary Wagner
Keyword(s):  
High School ◽  
Postsecondary Education ◽  
High School Completion ◽  
Youth With Disabilities ◽  
Longitudinal Outcomes ◽  
Completion Status ◽  
Transition Study ◽  
Disability Categories ◽  
National Longitudinal Transition Study ◽  
Over Time

This article describes findings from the National Longitudinal Transition Study (NLTS) of Special Education Students regarding trends in the employment, wages, postsecondary education, and residential independence of youth with disabilities in their first 5 years after high school. Data from the NLTS indicated strong gains in all four outcome areas over time. In all areas, however, youth with disabilities continued to lag behind their peers in the general population. Several differences between youth in certain disability categories were found regarding employment, postsecondary education, and movement toward independence over time. Longitudinal outcomes also differed widely by gender, ethnicity, and high school completion status.

Parent Expectations, Deaf Youth Expectations, and Transition Goals as Predictors of Postsecondary Education Enrollment

2022 ◽  
pp. 216514342110674
Author(s):  
Paige M. Johnson ◽  
Lynn A. Newman ◽  
Stephanie W. Cawthon ◽  
Harold Javitz
Keyword(s):  
Postsecondary Education ◽  
Transition Planning ◽  
School Attendance ◽  
Data Set ◽  
High Expectations ◽  
Career And Technical ◽  
Education Enrollment ◽  
Transition Plan ◽  
Transition Study ◽  
National Longitudinal Transition Study

This study used the National Longitudinal Transition Study–2 (NLTS2) data set to determine the effects of expectations and transition planning goals on the postsecondary education enrollment of deaf youth. Propensity scoring modeling results indicated that high expectations held by deaf youth and their parents significantly predicted postsecondary education attendance at 2- and 4-year college, and career and technical education (CTE) school. College enrollment as a transition planning goal for deaf youth also significantly predicted enrollment in all three types of postsecondary education institutions. Postsecondary CTE school attendance as a transition plan goal for deaf youth did not make a difference in enrollment outcomes for CTE and 2-year college, and significantly reduced their odds of attending 4-year college. Implications regarding expectations and transition plan goals are discussed.

From Barriers to Beginnings

2014 ◽  
pp. 183-191
Author(s):  
Aubry Threlkeld
Keyword(s):  
Young People ◽  
New Media ◽  
Assistive Technology ◽  
School Contexts ◽  
High Incidence ◽  
Internet Filters ◽  
High Incidence Disabilities ◽  
Out Of School

The ubiquity of new media in the lives of young people with high-incidence disabilities raises two important questions: how can new media be used as Assistive Technology (AT) and what can new media offer that other technologies may not? This chapter attempts to answer these questions by discussing the shifting and dynamic barriers to making this transition while also illuminating convergences between the goals of new media and AT. While this chapter explicitly concentrates on opportunities within the classroom, educators can also employ the guidelines provided herein generally in out-of-school contexts. Barriers to be discussed include electronic curb cuts and aggressive Internet filters. After discussing such barriers, solutions, including some classroom protocols and a list of resources, are shared to help educators evaluate new media as well as in the integration of new and old media as AT.

Differences in Self-Determination Across Disability Categories: Findings From National Longitudinal Transition Study 2012

2020 ◽  
pp. 104420732096439
Author(s):  
Xueqin Qian ◽  
Karrie Shogren ◽  
Omolola A. Odejimi ◽  
Todd Little
Keyword(s):  
Intellectual Disability ◽  
Multiple Disabilities ◽  
Autism Spectrum ◽  
Emotional Disturbances ◽  
Self Determination ◽  
Nationally Representative ◽  
Transition Study ◽  
Disability Categories ◽  
National Longitudinal Transition Study ◽  
High Incidence Disabilities

Researchers have established variability in self-determination scores across disability groups, but most nationally representative research has used data collected over a decade ago from the National Longitudinal Transition Study 2 (NLTS2). To provide an updated analysis of differences in characteristics of self-determination (i.e., autonomy, psychological empowerment, self-realization) across disability groups, this study analyzed data from the recently completed National Longitudinal Transition Study 2012 (NLTS2012). The authors tested measurement equivalence across seven disability groups: high-incidence disabilities (learning disabilities, emotional disturbances, speech or language impairments, and other health impairments), sensory disabilities (visual and hearing impairment), multiple disabilities (multiple disabilities and deaf-blindness), intellectual disability, traumatic brain injury, orthopedic impairments, and autism spectrum disorder (ASD). Students in the multiple disabilities, intellectual disability, and ASD groups showed lower self-determination scores compared with other disability groups. Greater variability was also found in scores among these groups. Implications for assessment research practice, and policy are highlighted.

Factors Associated With the Early Work Experiences of Adolescents With Severe Disabilities

2011 ◽  
Vol 49 (4) ◽  
pp. 233-247 ◽  
Author(s):  
Erik W. Carter ◽  
Diane Austin ◽  
Audrey A. Trainor
Keyword(s):  
High School ◽  
Severe Disabilities ◽  
Paid Work ◽  
Work Experiences ◽  
Factors Associated ◽  
Employment Success ◽  
Nationally Representative ◽  
Transition Study ◽  
Using Data ◽  
National Longitudinal Transition Study

Abstract The early work experiences of a nationally representative sample of youth with severe disabilities (i.e., intellectual disabilities, autism, multiple disabilities) were examined. Using data from the National Longitudinal Transition Study-2, we explored the extent to which various student-, family-, school-, and community-level factors were associated with paid work experiences during high school. Findings highlight the elusiveness of early work experiences for many youth with severe disabilities and call attention to malleable factors that may play a role in shaping employment success during high school. Recommendations for research and practice are highlighted.

scholarly journals Postsecondary Education-Focused Transition Planning Experiences of English Learners With Disabilities

2018 ◽  
Vol 42 (1) ◽  
pp. 43-55 ◽  
Author(s):  
Audrey A. Trainor ◽  
Lynn Newman ◽  
Elisa Garcia ◽  
Heather H. Woodley ◽  
Rachel Elizabeth Traxler ◽  
...  
Keyword(s):  
Students With Disabilities ◽  
Postsecondary Education ◽  
English Learners ◽  
Transition Planning ◽  
Individualized Education Program ◽  
Secondary Analysis ◽  
School Personnel ◽  
Nationally Representative ◽  
Transition Study ◽  
National Longitudinal Transition Study

Transition planning is particularly important for dually identified English learners with disabilities, who frequently face additional challenges to postsecondary education success. This study examined postschool expectations, transition planning experiences, and supports of a nationally representative sample of English learners with disabilities, based on secondary analysis of the National Longitudinal Transition Study (NLTS) 2012. Results demonstrated that these students’ experiences were similar to other students with disabilities except that, according to parents, the transition component of the individualized education program (IEP) was likely to be developed by school personnel, with little input from students and family members, and necessary information about careers and financial aid was lacking. These findings underscore the intersectional identities and related experiences of this population and the implications for policy, transition education, and school services.

Sign in / Sign up

Export Citation Format

Share Document