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

Autor/inn/en	Papay, Clare; Grigal, Meg; Migliore, Alberto; Chen, Jie; Choiseul-Praslin, Belkis; Smith, Frank
Institution	University of Massachusetts Boston, Institute for Community Inclusion; University of Massachusetts Boston, Think College
Titel	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
Quelle	(2022), (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Transitional Programs; Students with Disabilities; Intellectual Disability; Autism Spectrum Disorders; Secondary Education; Postsecondary Education; Predictor Variables; Success; Program Effectiveness; Special Education; Dual Enrollment; Student Empowerment; Self Actualization; Parent Participation; Interpersonal Competence; Peer Influence; Agency Cooperation; Career Awareness; Intellectual Disciplines; Academic Support Services; Transportation; Work Study Programs; National Longitudinal Transition Study of Special Education Students + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Intellect; Verstand; Autism; Autismus; Sekundarbereich; Post-secondary education; Tertiäre Bildung; Prädiktor; Erfolg; Special needs education; Sonderpädagogik; Sonderschulwesen; Doppelstudium; Studienberechtigung; Self actualisation; Selbstverwirklichung; Elternmitwirkung; Interpersonale Kompetenz; Karrierebewusstsein; Geisteswissenschaften; Verkehrswesen
Abstract	College-based transition services provide opportunities for transition-age students with intellectual disability and autism (ID/A) between the ages of 18 and 22 to receive their final years of secondary transition services in a college or university setting. We compared the extent to which youth with ID/A experience in-school predictors of post-school success in conventional vs. college-based transition services. For our analysis we used the NLTS 2012 Phase I dataset and the Transition and Postsecondary Programs for Students with Intellectual Disability (TPSID) 2010-2015 dataset. The findings of this study also identify potential advantages to offering college-based transition services, as well as guidance about priority areas where transition services could be improved in both conventional and college-based approaches. [For the companion report, "Matching In-School Predictors of Postschool Success to Variables in the National Longitudinal Transition Study 2012. Think College Reports," see ED626992.] (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