Indicators of Postsecondary Employment and Education for Youth with Disabilities in Relation to GPA and General Education

Autor/inn/en	McConnell, Amber E.; Martin, James E.; Hennessey, Maeghan N.
Titel	Indicators of Postsecondary Employment and Education for Youth with Disabilities in Relation to GPA and General Education
Quelle	In: Remedial and Special Education, 36 (2015) 6, S.327-336 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932515583497
Schlagwörter	Postsecondary Education; Disabilities; Grade Point Average; Employment Level; Inclusion; Regular and Special Education Relationship; Academic Persistence; Special Education Teachers; Transitional Programs; Adolescents; Young Adults; Family Involvement; Predictor Variables; Scores; Student Characteristics; Goal Orientation; Secondary School Students + Suchen Sie Ihr Suchwort? Post-secondary education; Tertiäre Bildung; Handicap; Behinderung; Beschäftigungsgrad; Inklusion; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Young adult; Junger Erwachsener; Prädiktor; Zielorientierung; Zielvorstellung; Sekundarschüler
Abstract	This study examined the relations among research-identified non-academic indicators of post-school education and employment measured by the Transition Assessment and Goal Generator (TAGG), student grade point average (GPA), and percentage of time students with disabilities received instruction in the general education classroom. Participants included 1,219 individuals from 49 school districts, across nine states. Analysis of Pearson product-moment correlation coefficients indicated weak to no relations among variables with the exception of persistence and core GPA. Neither student GPA nor time in the general education setting accounted for meaningful variance in TAGG scores, suggesting the TAGG measures behaviors different from GPA and educational placement. Only scores provided by educators yielded a moderate correlation between core GPA and the construct of persistence. Implications for practice and future research needed 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