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.

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.

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.

Vocational Education Course Taking and Post–High School Employment of Youth With Emotional Disturbances

2016 ◽  
Vol 40 (3) ◽  
pp. 132-143 ◽  
Author(s):  
Mary M. Wagner ◽  
Lynn A. Newman ◽  
Harold S. Javitz
Keyword(s):  
High School ◽  
General Education ◽  
Transition Planning ◽  
Emotional Disturbances ◽  
Full Time ◽  
Career And Technical ◽  
Transition Study ◽  
National Longitudinal Transition Study ◽  
Full Time Employment ◽  
School Programming

Data from the National Longitudinal Transition Study–2 (NLTS2) were used to examine the patterns of career and technical education (CTE) course taking in high school by students receiving special education services for emotional disturbances (ED). Descriptive analyses indicate the extent of such course taking by students with ED and their engagement in a concentrated program of occupationally specific general education CTE, a level of CTE course taking that early research has linked to improved post–high school employment outcomes. Propensity scoring methods were used to determine the extent to which either type of CTE course taking was related to higher odds of full-time employment after high school and whether results differed with the length of time post high school. There was a significant positive effect for participating in a concentration of occupationally specific CTE in the first 2 post–high school years, but effects were non-significant for later years. Results showed no benefits of CTE course taking overall. The implications for high school programming and transition planning are discussed.

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.

Technology and Social Inclusion: Technology Training and Usage by Youth With IDD in the National Longitudinal Transition Study of 2012

Inclusion ◽  
2020 ◽  
Vol 8 (1) ◽  
pp. 43-57
Author(s):  
Kim W. Fisher ◽  
Heather Williamson ◽  
Nichole Guerra
Keyword(s):  
Technology Use ◽  
Social Inclusion ◽  
Transition Planning ◽  
Research Policy ◽  
Technology Training ◽  
Social Capital Theory ◽  
Future Research ◽  
Policy And Practice ◽  
Transition Study ◽  
National Longitudinal Transition Study

Abstract Technology use is a key form of social inclusion and a means to engage in community participation. People with intellectual and developmental disabilities (IDD) experience a digital divide with less technology access as compared to their peers. We used data from the National Longitudinal Transition Study of 2012 to study technology use and access to instruction among adolescents with IDD compared to adolescents with other disabilities and adolescents without disabilities. Results indicate adolescents with IDD use technology less, receive less technology training, and engage in fewer social inclusion opportunities than their peers. Implications for future research, policy, and practice are provided, including promoting digital citizenship training during transition planning and the use of social capital theory.

Parents’ Postsecondary Education Expectations for Students with Autism, Intellectual Disability, and Multiple Disabilities: Findings From NLTS 2012

2020 ◽  
Vol 45 (4) ◽  
pp. 256-270
Author(s):  
Xueqin Qian ◽  
David R. Johnson ◽  
Yi Chen Wu ◽  
John LaVelle ◽  
Martha L. Thurlow ◽  
...  
Keyword(s):  
Intellectual Disability ◽  
Postsecondary Education ◽  
Parental Education ◽  
Parental Expectations ◽  
Multiple Disabilities ◽  
Autism Spectrum ◽  
Chi Square ◽  
Transition Study ◽  
National Longitudinal Transition Study ◽  
The Individual

This study uses data from the National Longitudinal Transition Study 2012 to examine predictors at the individual, family, and school levels associated with parental expectations toward postsecondary education among students with significant support needs, including those with autism spectrum disorder, intellectual disability, and multiple disabilities. Consistent with previous studies, chi-square tests revealed a positive relation between socioeconomic status such as household income or parental education level and parental expectations. Logistic regression analyses showed that whether parents have a college degree and whether students have participated in college entrance or advanced placement tests are factors that are positively associated with parental expectations toward children’s future education.

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.

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.

scholarly journals Predicting College Completion Among Students With Learning Disabilities

2018 ◽  
Vol 41 (4) ◽  
pp. 234-244 ◽  
Author(s):  
Meifang Yu ◽  
Jeanne A. Novak ◽  
Matthew Ryan Lavery ◽  
Brooks R. Vostal ◽  
Julia M. Matuga
Keyword(s):  
Learning Disabilities ◽  
Transition Planning ◽  
College Preparatory ◽  
College Completion ◽  
Students With Learning Disabilities ◽  
Grade Point ◽  
College Preparatory Curriculum ◽  
Transition Study ◽  
National Longitudinal Transition Study ◽  
College Bound Students

The authors analyzed National Longitudinal Transition Study–2 (NLTS2) data to examine the role of high school academic preparation and receipt of postsecondary academic support services (PASS) in predicting college completion among students with learning disabilities. Logistic regression analyses revealed that students who earned a 3.0 grade point average (GPA) in a college preparatory curriculum were more than twice as likely to complete college than those with a similar GPA who did not complete a college preparatory curriculum. Furthermore, among students who completed a college preparatory curriculum, earning a higher GPA and accessing PASS both dramatically increased the likelihood that they would complete college. Results underscore the importance of incorporating a college preparatory curriculum into transition planning for college-bound students with learning 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.

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