IEP/Transition Planning Participation among Students with the Most Significant Cognitive Disabilities: Findings from NLTS 2012

Autor/inn/en	Johnson, David R.; Thurlow, Martha L.; Wu, Yi-Chen; LaVelle, John M.; Davenport, Ernest C.
Titel	IEP/Transition Planning Participation among Students with the Most Significant Cognitive Disabilities: Findings from NLTS 2012
Quelle	In: Career Development and Transition for Exceptional Individuals, 43 (2020) 4, S.226-239 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Johnson, David R.) ORCID (LaVelle, John M.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-1434
DOI	10.1177/2165143420952050
Schlagwörter	Individualized Education Programs; Secondary School Students; Adolescents; Students with Disabilities; Severe Disabilities; Multiple Disabilities; Intellectual Disability; Autism; Pervasive Developmental Disorders; Student Participation; Communication Skills; Daily Living Skills; Teacher Student Relationship; Self Advocacy; Special Education; Transitional Programs; Longitudinal Studies; Educational Legislation; Equal Education; Federal Legislation; National Longitudinal Transition Study of Special Education Students + Suchen Sie Ihr Suchwort? Individualized education program; Individualisierendes Lernen; Sekundarschüler; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Severe disability; Schwerbehinderung; Multiple disability; Mehrfachbehinderung; Intellect; Verstand; Autismus; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Kommunikationsstil; Alltagsfertigkeit; Teacher student relationships; Lehrer-Schüler-Beziehung; Selbstbehauptung; Special needs education; Sonderpädagogik; Sonderschulwesen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Bildungsrecht; Schulgesetz; Bundesrecht
Abstract	This study used data from the National Longitudinal Transition Study 2012 (NLTS 2012) to explore the individualized education program (IEP)/transition planning participation and role of students with the most significant cognitive disabilities, compared to students with other disabilities. We viewed students with the most significant cognitive disabilities as those included in three disability categories--"autism, intellectual disability, and multiple disabilities"--who took an alternate assessment. The study also included an analysis of student's participation in relation to their functional, communication, and self-advocacy skills, and student-teacher relationships. Although students with the most significant cognitive disabilities experienced greater limitations overall, students with other disabilities were experiencing similar challenges. Implications for practice were discussed from the lens of student engagement, self-determination, and student's leadership role. (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	2024/1/01