Postschool Services and Postschool Outcomes for Individuals With Mild Intellectual Disability

2016 ◽  
Vol 40 (4) ◽  
pp. 215-224 ◽  
Author(s):  
Emily C. Bouck ◽  
Courtney Chamberlain
Keyword(s):  
Intellectual Disability ◽  
Students With Disabilities ◽  
Secondary Analysis ◽  
Adult Life ◽  
Secondary Data ◽  
Mild Intellectual Disability ◽  
Postschool Outcomes ◽  
Transition Study ◽  
Services And Supports ◽  
The Relationship

Understanding the relationship between services and outcomes is important for students with disabilities. While research exists regarding relationships between services and supports provided in school and adult life outcomes for students with disabilities, less attention is paid to the supports and services provided after students exit high school. This study was a secondary data analysis of the National Longitudinal Transition Study−2 (NLTS2) to explore the postschool experiences and services received by individuals with mild intellectual disability and to understand the relationship between receipt of postschool services and postschool outcomes. The main findings for this secondary analysis were the lack of postschool services and supports provided to individuals with mild intellectual disability, and a lack of benefit in terms of postschool outcomes if postschool services were received.

Predictors of Risky Behavior and Offending for Adolescents With Mild Intellectual Disability

2017 ◽  
Vol 55 (3) ◽  
pp. 154-166
Author(s):  
Melissa N. Savage ◽  
Emily C. Bouck
Keyword(s):  
Intellectual Disability ◽  
Social Skills ◽  
Life Skills ◽  
Risky Behavior ◽  
Secondary Data ◽  
Risky Behaviors ◽  
Mild Intellectual Disability ◽  
Transition Study ◽  
National Longitudinal Transition Study ◽  
The Impact

Abstract Adolescents with intellectual disability (ID) engage in risky behavior and offending. However, little is known on the impact school-related predictors have on engagement in risky behaviors for adolescents with ID. This study analyzed secondary data from the National Longitudinal Transition Study-2 (NLTS2) to determine levels of engagement in risky behaviors and offending for adolescents with mild and moderate/severe ID. School-related predictors of engagement for adolescents with mild ID were also explored. Results indicated adolescents with mild ID engage in risky behaviors and offending at significantly higher rates as compared to adolescents with moderate/severe ID. Participation in a social skills or life skills class was a significant predictor of less engagement in risky behaviors for individuals with mild ID.

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.

Transition Planning for Students With Intellectual Disability, Autism, or Other Disabilities: Data from the National Longitudinal Transition Study-2

2012 ◽  
Vol 50 (1) ◽  
pp. 16-30 ◽  
Author(s):  
Karrie A Shogren ◽  
Anthony J Plotner
Keyword(s):  
Intellectual Disability ◽  
Students With Disabilities ◽  
Transition Planning ◽  
Leadership Role ◽  
After School ◽  
National Study ◽  
Limited Participation ◽  
Students With Autism ◽  
Transition Study ◽  
National Longitudinal Transition Study

Abstract To compare the status of transition planning for students with intellectual disability, autism, or other disabilities, we used data from the National Longitudinal Transition Study-2, a federally funded, national study of the secondary and postschool experiences of students with disabilities. Results show that although transition planning had been conducted for the majority of students, few of them took a leadership role in their transition planning. Students with autism or intellectual disability were significantly less likely than students with other disabilities to take a leadership role. The majority of the active participants in transition planning were school-based personnel. We also found limited participation from other agencies/support persons (e.g., vocational rehabilitation). Students with autism or intellectual disability had more identified needs for support after school than did students with other disabilities.

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.

Self-Determination and the Enrollment in and Completion of Postsecondary Education for Students With Disabilities

2016 ◽  
Vol 40 (4) ◽  
pp. 225-234 ◽  
Author(s):  
Stefania D. Petcu ◽  
M. Lee Van Horn ◽  
Karrie A. Shogren
Keyword(s):  
Students With Disabilities ◽  
Postsecondary Education ◽  
Psychological Empowerment ◽  
Secondary Analysis ◽  
Self Determination ◽  
Education Programs ◽  
Research And Practice ◽  
Transition Study ◽  
Using Data ◽  
National Longitudinal Transition Study

This study conducted a secondary analysis using data from the National Longitudinal Transition Study–2 (NLTS-2) to examine the degree to which three of the four essential characteristics of self-determination (autonomy, psychological empowerment, and self-realization) predict enrollment in, and completion of, postsecondary education programs for students with disabilities. Results suggest autonomy and psychological empowerment influence students’ enrollment in postsecondary education programs; higher levels of autonomy in females increase their odds of enrolling in a 4-year university; and students attending a rural school with higher levels of psychological empowerment are less likely to enroll in a 4-year university. Self-realization was the only characteristic that affected students’ completion of a postsecondary education program. Implications of the findings for research and practice are discussed.

A Closer Look: Examining Teachers' Language Around UDL, Inclusive Classrooms, and Intellectual Disability

2017 ◽  
Vol 55 (1) ◽  
pp. 15-24 ◽  
Author(s):  
K. Alisa Lowrey ◽  
Aleksandra Hollingshead ◽  
Kathy Howery
Keyword(s):  
Intellectual Disability ◽  
General Education ◽  
Inclusive Education ◽  
Universal Design For Learning ◽  
Secondary Analysis ◽  
General Education Teachers ◽  
Inclusive Classrooms ◽  
Language Teachers ◽  
Design For Learning ◽  
The Relationship

Abstract The purpose of this study was to examine the language teachers used to discuss inclusion, Universal Design for Learning (UDL), and learners with intellectual disability (ID) in an effort to better understand how teachers describe the relationship between those three. Utilizing a secondary analysis procedure, interview transcripts from seven general education teachers were reanalyzed to identify language used by teachers to refer to inclusive educational settings, the implementation of UDL, and learners with intellectual disability. The identified themes were then juxtaposed against the UDL framework (principles, guidelines, and checkpoints) and the current literature related to UDL and inclusive education. We end with recommendations for future practice and research involving inclusive classrooms, UDL, and learners with ID.

Sign in / Sign up

Export Citation Format

Share Document