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.

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.

National Picture of the Self-Determination Characteristics of Secondary School English Learners With Disabilities

2021 ◽  
pp. 216514342098292
Author(s):  
Lynn A. Newman ◽  
Elisa B. Garcia ◽  
Audrey A. Trainor ◽  
Melanie Chong
Keyword(s):  
Secondary School ◽  
Students With Disabilities ◽  
English Learners ◽  
Secondary Analysis ◽  
The Self ◽  
Family Characteristics ◽  
Self Determination ◽  
School Based ◽  
Transition Study ◽  
National Longitudinal Transition Study

We examined the self-determination of English learners with disabilities in secondary school, based on a secondary analysis of the National Longitudinal Transition Study 2012 (NLTS 2012). Self-determination characteristics of English learners with disabilities differed significantly from those of other students with disabilities, and of English learner students and students who are not English learners in the general population, including their being less likely to act autonomously or report empowerment-related or self-realization-related behaviors. Multivariate analyses identified several student and family characteristics associated with variations in aspects of self-determination, including age, gender, and postsecondary expectations. Implications for practice and research are discussed, including the importance of considering these factors when selecting, implementing, and evaluating self-determination interventions for English learners with disabilities.

Youth and Parent Participation in Transition Planning in the U.S.A.: Findings from the National Longitudinal Transition Study 2012 (NLTS 2012)

2022 ◽  
Author(s):  
David R. Johnson ◽  
Martha L. Thurlow ◽  
Yi-Chen Wu ◽  
Xueqin Qian ◽  
Ernest Davenport ◽  
...  
Keyword(s):  
Transition Planning ◽  
Parent Participation ◽  
Individualized Education Program ◽  
The United States ◽  
Significant Decline ◽  
Regression Analyses ◽  
The Past ◽  
Transition Study ◽  
Disability Categories ◽  
National Longitudinal Transition Study

Abstract The purpose of this study was to use data from the United States' National Longitudinal Transition Study 2012 (NLTS 2012) to present descriptive information on youth and parent participation and youth's role in required Individualized Education Program (IEP)/transition planning meetings by disability category and age groupings (14-22 year olds, 14-15 year olds, and 16-22 year olds). The study found that youth and parent attendance in IEP/transition planning meetings was high across disability categories, but the extent to which youth and parents met with teachers to discuss transition goals was much lower. Data from NLTS 2012 and a previous U.S. study, the National Longitudinal Transition Study 2 (NLTS2), were compared for youth's participation with school staff in discussing transition goals. A significant decline in participation was found over the past decade. Logistic regression analyses illustrated differences in youth and parent participation and youth's role by disability category.

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.

Multisector Involvement Among Adolescents With Disabilities

2017 ◽  
Vol 39 (6) ◽  
pp. 353-364 ◽  
Author(s):  
Amanda L. Sullivan ◽  
Andrew J. Thayer ◽  
Shanna S. Sadeh
Keyword(s):  
Students With Disabilities ◽  
Regression Models ◽  
School Health ◽  
Logistic Regression Models ◽  
School Based ◽  
Sociodemographic Predictors ◽  
Psychosocial Difficulties ◽  
Nationally Representative ◽  
Transition Study ◽  
National Longitudinal Transition Study

When youth experience psychosocial difficulties, multiple sectors of care may intervene. The present study examined the prevalence and sociodemographic predictors of multisector involvement related to psychosocial difficulties among adolescents with disabilities. Using a nationally representative sample of 9,230 students who participated in the National Longitudinal Transition Study–2, we estimated students’ rates of involvement in school, health, social service, and juvenile justice sectors and used logistic regression models to ascertain the relations to student characteristics. Students with disabilities were frequently involved with a variety of sectors of care, but schools remain the primary provider. Multisector involvement was commonplace, particularly for adolescents with emotional disturbance or autism. Disability and insurance type consistently predicted involvement of each sector, but other sociodemographic characteristics commonly related to disparities in involvement were not significant in most of our models. Communication and collaboration across systems can support the school-based problem solving and individualized planning for students with disabilities.

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.

IEP/Transition Planning Participation Among Students With the Most Significant Cognitive Disabilities: Findings From NLTS 2012

2020 ◽  
Vol 43 (4) ◽  
pp. 226-239
Author(s):  
David R. Johnson ◽  
Martha L. Thurlow ◽  
Yi-Chen Wu ◽  
John M. LaVelle ◽  
Ernest C. Davenport
Keyword(s):  
Transition Planning ◽  
Cognitive Disabilities ◽  
Individualized Education Program ◽  
Leadership Role ◽  
Functional Communication ◽  
Self Advocacy ◽  
Significant Cognitive Disabilities ◽  
Transition Study ◽  
Disability Categories ◽  
National Longitudinal Transition Study

This study used data from the National Longitudinal Transition Study 2012 (NLTS 2012) to explore the individualized education program (IEP)/transition planning participation and role of students with the most significant cognitive disabilities, compared to students with other disabilities. We viewed students with the most significant cognitive disabilities as those included in three disability categories— autism, intellectual disability, and multiple disabilities—who took an alternate assessment. The study also included an analysis of student’s participation in relation to their functional, communication, and self-advocacy skills, and student–teacher relationships. Although students with the most significant cognitive disabilities experienced greater limitations overall, students with other disabilities were experiencing similar challenges. Implications for practice were discussed from the lens of student engagement, self-determination, and student’s leadership role.

Teacher Knowledge in Transition Planning: Does Locale Matter?

2021 ◽  
pp. 875687052110279
Author(s):  
Malarie E. Deardorff ◽  
Corey Peltier ◽  
Belkis Choiseul-Praslin ◽  
Kendra Williams-Diehm ◽  
Melissa Wicker
Keyword(s):  
Professional Development ◽  
Students With Disabilities ◽  
Teacher Knowledge ◽  
Planning Process ◽  
Transition Planning ◽  
Individualized Education Program ◽  
Future Research ◽  
Knowledge Based ◽  
Transition Plans ◽  
Education Act

The Individuals With Disabilities Education Act mandates transition planning to occur in conjunction with the individualized education program for secondary age students with disabilities beginning by age 16, or earlier. To fulfill this mandate, teachers must possess a depth of content and pedagogical knowledge related to the transition planning process. However, the majority of special educators do not receive coursework dedicated to transition in their undergraduate programming. Furthermore, teachers in under-resourced and underserved rural districts may have inequitable professional development opportunities to bolster their transition planning knowledge. This lack of transition-related education potentially leads to inadequate and noncompliant transition plans for students with disabilities. The current study examined differences in teachers’ knowledge based on locale: rural ( n = 75), suburban ( n = 48), and urban ( n = 64) from one southern state. Determining whether differences are identified by locale can inform the allocation of resources to provide high-quality, evidence-aligned professional development models to improve teacher knowledge in underserved and under-resourced rural locales. In addition, identifying gaps in teacher knowledge will inform pre-service and in-service teacher preparation. We provide an avenue of needed future research to improve transition-planning processes for students with disabilities.

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.

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.

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