Assistive Technology and Students with High-Incidence Disabilities: Understanding the Relationship through the NLTS2

Autor/inn/en	Bouck, Emily C.; Maeda, Yukiko; Flanagan, Sara M.
Titel	Assistive Technology and Students with High-Incidence Disabilities: Understanding the Relationship through the NLTS2
Quelle	In: Remedial and Special Education, 33 (2012) 5, S.298-308 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932511401037
Schlagwörter	Incidence; Educational Attainment; Disabilities; Educational Technology; Assistive Technology; Longitudinal Studies; Transitional Programs; Predictor Variables; Developmentally Appropriate Practices; Program Effectiveness; Accessibility (for Disabled); Graduate Surveys; Quality of Life; Social Indicators; Data Analysis + Suchen Sie Ihr Suchwort? Vorkommen; Bildungsabschluss; Bildungsgut; Handicap; Behinderung; Unterrichtsmedien; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Prädiktor; Entwicklungsbezogene Bildung; Accessibility; Zugänglichkeit; Lebensqualität; Social indicator; Sozialer Indikator; Auswertung
Abstract	Assistive technology use in secondary school and postschool has been shown to improve the educational attainment and life outcomes of students with high-incidence disabilities. This study used data from the National Longitudinal Transition Study-2--collected in the early to mid-2000s--to explore the relationship between receipt of assistive technology in school and postschool outcomes. Few students in this study reported receiving assistive technology in high school (7.8%) and fewer still after high school (1.1%). In general, students with high-incidence disabilities who reported receiving assistive technology in school had more positive postschool outcomes in terms of a paid job, wages, and participation in postsecondary education. Yet assistive technology receipt was not a statistically significant factor in the logistic regression model for any dependent variable (i.e., postschool outcome). Although positive implications for receipt of assistive technology in school were suggested, receipt was not a predictor for positive postschool outcomes. (Contains 2 tables.) (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	2017/4/10