Literaturnachweis - Detailanzeige
Autor/inn/en | Papay, Clare; Grigal, Meg; Migliore, Alberto |
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Institution | University of Massachusetts Boston, Institute for Community Inclusion; University of Massachusetts Boston, Think College |
Titel | Matching In-School Predictors of Postschool Success to Variables in the National Longitudinal Transition Study 2012. Think College Reports |
Quelle | (2022), (19 Seiten)
PDF als Volltext |
Zusatzinformation | Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Monographie |
Schlagwörter | Students with Disabilities; Success; Predictor Variables; Transitional Programs; Special Education; Secondary School Students; Employment Level; Postsecondary Education; Independent Living; Student Experience; Agency Cooperation; Parent Attitudes; Expectation; Parent Participation; Student Empowerment; Daily Living Skills; Self Determination; Self Advocacy; Travel; Personal Autonomy; Work Study Programs; Self Actualization; National Longitudinal Transition Study of Special Education Students Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Erfolg; Prädiktor; Special needs education; Sonderpädagogik; Sonderschulwesen; Sekundarschüler; Beschäftigungsgrad; Post-secondary education; Tertiäre Bildung; Selbstverantwortung; Studienerfahrung; Elternverhalten; Expectancy; Erwartung; Elternmitwirkung; Studienberechtigung; Alltagsfertigkeit; Selbstbestimmung; Selbstbehauptung; Travelling; Reisen; Reise; Individuelle Autonomie; Self actualisation; Selbstverwirklichung |
Abstract | Reviews of the transition literature have identified 23 in-school predictors of post-school success for students with disabilities. We sought to identify available variables in the National Longitudinal Transition Study 2012 (NLTS 2012) Phase I dataset that correspond with the 23 in-school predictors of post-school success to better understand transition experiences for students with disabilities. This report discusses the iterative review process we used to identify close matches for 11 predictors, weak matches for 6 predictors, and no match for 6 predictors. Implications for research are also discussed. [For the companion report, "Comparing Access to In-School Predictors of Post-School Success for Students with Intellectual Disability in Conventional and College-Based Transition Services. Think College Reports," see ED626991.] (As Provided). |
Anmerkungen | Institute for Community Inclusion. University of Massachusetts Boston, 100 Morrissey Boulevard, Boston, MA 02125. Tel: 617-287-4300; Fax: 617-287-4352; e-mail: ici@umb.edu; Web site: http://www.communityinclusion.org |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |