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Autor/inn/en | Newman, Lynn A.; Madaus, Joseph W. |
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Titel | Reported Accommodations and Supports Provided to Secondary and Postsecondary Students with Disabilities: National Perspective |
Quelle | In: Career Development and Transition for Exceptional Individuals, 38 (2015) 3, S.173-181 (9 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2165-1434 |
DOI | 10.1177/2165143413518235 |
Schlagwörter | Secondary School Students; College Students; Academic Accommodations (Disabilities); Related Services (Special Education); Longitudinal Studies; Self Disclosure (Individuals); Incidence; Legal Responsibility; College Bound Students; Demography; Special Needs Students; Student Surveys; Student Attitudes; Transitional Programs |
Abstract | There is a dearth of information on specific accommodations used by students with disabilities at the secondary and postsecondary levels. Using data from the National Longitudinal Transition Study-2, researchers examined a nationally representative cohort of 3,190 students with disabilities who reported that they had ever enrolled in a postsecondary program since leaving high school. Analysis of differences in rates of self-disclosure indicated that only 35% of youth with disabilities informed their college of their disability. Whereas 95% received disability-based accommodations at the secondary level, only 23% did so at the postsecondary level. Likewise, 59% received at least one modification at the secondary level but only 4% did in college. Implications for practice and future research 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 |