Effect of Transition Planning on Postsecondary Support Receipt by Students with Disabilities

Autor/inn/en	Newman, Lynn A.; Madaus, Joseph W.; Javitz, Harold S.
Titel	Effect of Transition Planning on Postsecondary Support Receipt by Students with Disabilities
Quelle	In: Exceptional Children, 82 (2016) 4, S.497-514 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
DOI	10.1177/0014402915615884
Schlagwörter	Disabilities; Postsecondary Education; College Bound Students; Transitional Programs; Planning; Longitudinal Studies; Special Education; Academic Accommodations (Disabilities); Career Education; Technical Education; Probability; Surveys; Interviews; Comparative Analysis; Scores; Student Needs; Academic Support Services; Student Personnel Services + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Post-secondary education; Tertiäre Bildung; Ablaufplanung; Planungsprozess; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Special needs education; Sonderpädagogik; Sonderschulwesen; Arbeitslehre; Technikunterricht; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Survey; Umfrage; Befragung; Interviewing; Interviewtechnik
Abstract	The authors of this article analyzed data from the National Longitudinal Transition Study-2 to determine the effect of receiving transition planning education and having a transition plan that specified needed postsecondary accommodations on the receipt of disability-specific services and generally available supports at the postsecondary level by students with disabilities. Propensity model analyses indicated that both variables significantly increased the odds that students with disabilities would receive disability-specific and generally available supports at 2-year institutions. In addition, students with transition plans specifying accommodations were more likely to receive disability-related supports at career and technical education (CTE) schools, and CTE students who had received transition planning education in high school were more likely to receive generally available supports. The results provide important implications for policy and practice, and a strong foundation for further exploration of the linkages between transition planning experiences and receipt of disability-specific and generally available supports at postsecondary schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01