Postsecondary Education Persistence of Adolescents with Specific Learning Disabilities or Emotional/Behavioral Disorders

Autor/inn/en	Lee, In Heok; Rojewski, Jay W.; Gregg, Noel; Jeong, Seok-Oh
Titel	Postsecondary Education Persistence of Adolescents with Specific Learning Disabilities or Emotional/Behavioral Disorders
Quelle	In: Journal of Special Education, 49 (2015) 2, S.77-88 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466914524826
Schlagwörter	Academic Persistence; Postsecondary Education; Adolescents; Learning Disabilities; Emotional Disturbances; Behavior Disorders; Longitudinal Studies; At Risk Students; Resilience (Psychology); Comparative Analysis; Predictor Variables; Grade Point Average; Socioeconomic Status; Friendship; Student Records; High School Graduates; Student Characteristics; Racial Differences; Ethnic Groups; Peer Influence; Family Influence; Academic Aspiration; Occupational Aspiration; Statistical Analysis + Suchen Sie Ihr Suchwort? Post-secondary education; Tertiäre Bildung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Learning handicap; Lernbehinderung; Gefühlsstörung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Prädiktor; Socio-economic status; Sozioökonomischer Status; Freundschaft; Schülerakte; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Rassenunterschied; Ethnie; Berufsneigung; Berufsziel; Statistische Analyse
Abstract	While experiences of students with disabilities transitioning from high school to college have been well documented, the influence exerted by selected factors on these experiences is less well understood. Using data from the Education Longitudinal Study of 2002, the influence of selected risk and resilience factors on the short-term postsecondary educational outcomes, that is, persistence, of adolescents with specific learning disabilities or emotional/behavioral disorders was examined. A logistic model revealed group differences between individuals with disabilities and peers without disabilities. All selected risk and resilience factors significantly predicted educational persistence. No significant differences were observed between adolescents with specific learning disabilities or emotional/behavioral disorders, but three factors--grade point average, socioeconomic status, and number of friends having plans to attend a 4-year college--were significant predictors of educational persistence for adolescents with disabilities. Implications of these findings are discussed. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01