The Transition Experiences of Youth with Disabilities: A Report from the National Longitudinal Transition Study.

Autor/in	Wagner, Mary
Institution	SRI International, Menlo Park, CA.
Titel	The Transition Experiences of Youth with Disabilities: A Report from the National Longitudinal Transition Study.
Quelle	(1989), (41 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Failure; Age Differences; Attendance; Behavior Problems; Disabilities; Dropouts; Education Work Relationship; Emotional Disturbances; Followup Studies; Graduate Surveys; High Schools; Longitudinal Studies; Minority Groups; Postsecondary Education; Sex Differences; Success; Transitional Programs; National Longitudinal Transition Study of Special Education Students + Suchen Sie Ihr Suchwort? Age; Difference; Age difference; Altersunterschied; Anwesenheit; Handicap; Behinderung; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Gefühlsstörung; Follow-up studies; Kontaktstudium; High school; Oberschule; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ethnische Minderheit; Post-secondary education; Tertiäre Bildung; Sex difference; Geschlechtsunterschied; Erfolg
Abstract	The report of the National Longitudinal Transition Study presents initial findings on the educational and employment experiences since 1985-86 of more than 8,000 youth (ages 13 to 23) with disabilities. The report addresses two questions: How are youth with disabilities doing in their transition to adulthood? and What factors appear to have helped or hindered them in making a successful transition? Among findings on the secondary school stage of transition are that 56% of special education exiters left secondary school by graduating; that 8% of special education exiters left school because they exceeded the school age limit; and that the dropout rate for youth with emotional disturbances was almost 55%. Findings for the postsecondary transition stage indicated that fewer than 15% of special education exiters had participated in postsecondary education the previous year; and that less than half of the out-of-school youth had found either part or fulltime paid employment. Factors related to school failure or dropping out included age (younger students were more likely to fail), male sex, minority status, an identified emotional disturbance, poor social integration, previous disciplinary problems, and frequent school absences. Extensive tables provide detailed statistical data. An appendix gives an overview of the study as well as definitions of independent variables used in the multivariate analyses. (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC