Matching In-School Predictors of Postschool Success to Variables in the National Longitudinal Transition Study 2012. Think College Reports

Autor/inn/en	Papay, Clare; Grigal, Meg; Migliore, Alberto
Institution	University of Massachusetts Boston, Institute for Community Inclusion; University of Massachusetts Boston, Think College
Titel	Matching In-School Predictors of Postschool Success to Variables in the National Longitudinal Transition Study 2012. Think College Reports
Quelle	(2022), (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Students with Disabilities; Success; Predictor Variables; Transitional Programs; Special Education; Secondary School Students; Employment Level; Postsecondary Education; Independent Living; Student Experience; Agency Cooperation; Parent Attitudes; Expectation; Parent Participation; Student Empowerment; Daily Living Skills; Self Determination; Self Advocacy; Travel; Personal Autonomy; Work Study Programs; Self Actualization; National Longitudinal Transition Study of Special Education Students + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Erfolg; Prädiktor; Special needs education; Sonderpädagogik; Sonderschulwesen; Sekundarschüler; Beschäftigungsgrad; Post-secondary education; Tertiäre Bildung; Selbstverantwortung; Studienerfahrung; Elternverhalten; Expectancy; Erwartung; Elternmitwirkung; Studienberechtigung; Alltagsfertigkeit; Selbstbestimmung; Selbstbehauptung; Travelling; Reisen; Reise; Individuelle Autonomie; Self actualisation; Selbstverwirklichung
Abstract	Reviews of the transition literature have identified 23 in-school predictors of post-school success for students with disabilities. We sought to identify available variables in the National Longitudinal Transition Study 2012 (NLTS 2012) Phase I dataset that correspond with the 23 in-school predictors of post-school success to better understand transition experiences for students with disabilities. This report discusses the iterative review process we used to identify close matches for 11 predictors, weak matches for 6 predictors, and no match for 6 predictors. Implications for research are also discussed. [For the companion report, "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," see ED626991.] (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