Transition and Students with Mild Intellectual Disability: Findings From the National Longitudinal Transition Study-2

Autor/inn/en	Bouck, Emily C.; Joshi, Gauri S.
Titel	Transition and Students with Mild Intellectual Disability: Findings From the National Longitudinal Transition Study-2
Quelle	In: Career Development and Transition for Exceptional Individuals, 39 (2016) 3, S.154-163 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-1434
DOI	10.1177/2165143414551408
Schlagwörter	Mild Intellectual Disability; Disabilities; Transitional Programs; Special Education; Longitudinal Studies; Planning; Goal Orientation; Agencies; Secondary School Students; Achievement; Employment Services; Related Services (Special Education) + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ablaufplanung; Planungsprozess; Zielorientierung; Zielvorstellung; Sekundarschüler; Performance; Leistung; Employment service; Arbeitsvermittlung
Abstract	Students with intellectual disability historically struggle with post-school outcomes. However, much of the research on students with intellectual disability relative to post-school outcomes and transition services is aggregated for students with mild, moderate, and severe intellectual disability. This secondary analysis of the National Longitudinal Transition Study-2 (NLTS2) focused on the in-school and post-school transition services, transition planning, and post-school goals for students with mild intellectual disability. The majority of students with mild intellectual disability received in-school transition services, yet few students reported post-school agencies participating in their transition planning. Inconsistent alignment existed between transition goals and achieving those goals. Implications for practice are discussed, including the potential need to increase attention to social skills in secondary education for students with mild intellectual disability. (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