NLTS-2 and Findings from NLTS-2012: Annotated Bibliography. Updated

Autor/inn/en	Mazzotti, Valerie L.; Chang, Wen-hsuan
Institution	National Technical Assistance Center on Transition (NTACT)
Titel	NLTS-2 and Findings from NLTS-2012: Annotated Bibliography. Updated
Quelle	(2018), (43 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Bibliografie; Disabilities; Special Education; Transitional Programs; Longitudinal Studies; Students with Disabilities; Autism; Pervasive Developmental Disorders; Deafness; Hearing Impairments; Emotional Disturbances; Behavior Disorders; Learning Disabilities; Intellectual Disability; Blindness; Visual Impairments; Annotated Bibliographies; National Longitudinal Transition Study of Special Education Students + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Autismus; Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Gefühlsstörung; Learning handicap; Lernbehinderung; Intellect; Verstand; Blindheit; Visual handicap; Sehbehinderung; Bibliography; Bibliographies; Bibliografie
Abstract	In 2011, the National Longitudinal Transition Study-2 (NLTS-2) data set was released to the field to provide researchers with data to conduct additional analysis (e.g., multivariate, descriptive) of youth with disabilities' in-school and post-school experiences. Funded in 2000 by the U. S. Department of Education's, Office of Special Education Programs, NLTS-2 included more than 11,000 youth with disabilities (ages 13 to 16) nationwide. From 2001 to 2009, data were collected from parents, youth, and schools to gain a national picture of youth with disabilities' transition experiences from high school into post-school life. NLTS-2 data elements included: (1) demographic characteristics; (2) secondary school experiences (e.g., schools, school programs, related services, extracurricular activities); (3) post-school experiences of youth with disabilities; and, (4) contextual factors (e.g., community type, interagency collaboration, service agencies and programs). This annotated bibliography provides an overview of NLTS-2 secondary analysis articles published from 2009 through 2017. Based on the categorical nature of the literature identified, it is organized by the following categories: across disabilities, autism, deaf/hard of hearing, emotional behavioral disorders, learning disabilities, intellectual disability, and vision impairment. [This bibliography was originally prepared for the NLTS-2 Community of Practice and the National Technical Assistance Center on Transition (NTACT) in 2016 by Valerie L. Mazzotti, Dawn A. Rowe, Kate Wagner, Angela Ingram, Hobie Blackhorn, and John R. Thomas. It was then updated for the NLTS-2 Community of Practice and NTACT in 2018 by Valerie L. Mazzotti and Wen-hsuan Chang.] (ERIC).
Anmerkungen	National Technical Assistance Center on Transition. College of Education, University of North Carolina Charlotte, 9201 University City Blvd, Charlotte, NC 28223. Tel: 704-687-8606; e-mail: ntactmail@uncc.edu; Web site: http://transitionta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01