Transition Planning Involvement and Students with Intellectual Disability: Findings from the NLTS 2012

Autor/inn/en	Bouck, Emily C.; Bartz, Kayla; Costello, M. Patty
Titel	Transition Planning Involvement and Students with Intellectual Disability: Findings from the NLTS 2012
Quelle	In: Education and Training in Autism and Developmental Disabilities, 56 (2021) 2, S.173-189 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-1647
Schlagwörter	Transitional Programs; Planning; Students with Disabilities; Intellectual Disability; Parent Participation; Student Participation; Participative Decision Making; Secondary School Students; Special Education; Educational Legislation; Federal Legislation; Equal Education; Rural Schools; Urban Schools; Suburban Schools; Meetings; Attendance; Individualized Education Programs; National Longitudinal Transition Study of Special Education Students + Suchen Sie Ihr Suchwort? Ablaufplanung; Planungsprozess; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Intellect; Verstand; Elternmitwirkung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Sekundarschüler; Special needs education; Sonderpädagogik; Sonderschulwesen; Bildungsrecht; Schulgesetz; Bundesrecht; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Urban area; Urban areas; Stadtregion; Stadt; Suburban area; Outskirts; Suburb; Vorort; Vorstadt; Meeting; Tagung; Anwesenheit; Individualized education program; Individualisierendes Lernen
Abstract	Transition planning is an important element of special education. This study is a secondary data analysis of the National Longitudinal Transition Study 2012 (NLTS 2012) that examined parent, student, and adult service agency involvement in the transition process for secondary students with intellectual disability (ID). The NLTS 2012 is the third federal survey of secondary education, transition, and post-school life of students with disabilities. The researchers in this study found over 50% of the population responded favorably for transition meeting attendance for parents and students and student involvement in the transition process. They also found students' daily living index was a statistically significant factor in six of the transition process dependent variables examined; student's locale factored little into the transition process. (As Provided).
Anmerkungen	Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://www.daddcec.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01