Examining Postsecondary Education Predictors and Participation for Students with Learning Disabilities

Autor/inn/en	Joshi, Gauri S.; Bouck, Emily C.
Titel	Examining Postsecondary Education Predictors and Participation for Students with Learning Disabilities
Quelle	In: Journal of Learning Disabilities, 50 (2017) 1, S.3-13 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219415572894
Schlagwörter	Postsecondary Education; Correlation; Transitional Programs; Learning Disabilities; Inclusion; College Attendance; Two Year Colleges; Longitudinal Studies; Special Education; High School Students; Student Characteristics; Program Effectiveness; Vocational Education; National Longitudinal Transition Study of Special Education Students + Suchen Sie Ihr Suchwort? Post-secondary education; Tertiäre Bildung; Korrelation; Learning handicap; Lernbehinderung; Inklusion; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Special needs education; Sonderpädagogik; Sonderschulwesen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausbildung; Berufsbildung
Abstract	Given the history of poor postschool outcomes for students with disabilities, researchers repeatedly sought to demonstrate the links between predictor variables and postschool outcomes for students with disabilities. This secondary data analysis used the National Longitudinal Transition Study-2 to examine the relationship between postsecondary education-related transition services and postsecondary education participation for students with learning disabilities. Logistic regression analyses indicated receiving core content area instruction in the general education classroom was positively related to postsecondary education participation. Frequency distributions indicated students with learning disabilities attended 2-year college at higher rates than other postsecondary education programs. The results suggest educators should consider inclusion in general education classroom for core content area instruction for students with learning disabilities with postsecondary education goals to the extent permitted by their least restrictive environment. (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