Course-Taking Effect on Postsecondary Enrollment of Deaf and Hard of Hearing Students

Autor/inn/en	Newman, Lynn A.; Marschark, Marc; Shaver, Debra M.; Javitz, Harold
Titel	Course-Taking Effect on Postsecondary Enrollment of Deaf and Hard of Hearing Students
Quelle	In: Exceptionality, 25 (2017) 3, S.170-185 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0936-2835
DOI	10.1080/09362835.2016.1196445
Schlagwörter	Disabilities; Longitudinal Studies; Special Education; Transitional Programs; High School Students; Deafness; Hearing Impairments; College Attendance; Enrollment Trends; Academic Education; Career Education; Technical Education; Courses; Probability; Correlation; Mathematics Education; Algebra; Individual Characteristics; Institutional Characteristics; Academic Achievement; Interviews; Surveys; National Longitudinal Transition Study of Special Education Students + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Special needs education; Sonderpädagogik; Sonderschulwesen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Akademische Bildung; Arbeitslehre; Technikunterricht; Kursangebot; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Korrelation; Mathematische Bildung; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Schulleistung; Interviewing; Interviewtechnik; Survey; Umfrage; Befragung
Abstract	Data from the National Longitudinal Transition Study-2 were used to examine the effect of academic and career or technical education course-taking in high school on deaf or hard of hearing (DHH) youth's postsecondary enrollment in 2-year, 4-year, and career or technical education institutions. We examined the proportion of academic and career or technical education courses taken, completion of algebra, and completion of an occupationally specific course of study. Propensity model analyses indicated that academic course taking significantly increased the odds that DHH students would enroll in postsecondary school. Completion of a higher proportion of career or technical education courses was not related to enrollment in postsecondary education, including career and technical education schools. Implications for practice and future research are discussed, including the importance of secondary transition planning staff both encouraging DHH students who have a goal of future postsecondary attendance to take a rigorous, academically focused high school curriculum, and providing students with the support to complete these courses. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01