Multisector Involvement among Adolescents with Disabilities

Autor/inn/en	Sullivan, Amanda L.; Thayer, Andrew J.; Sadeh, Shanna S.
Titel	Multisector Involvement among Adolescents with Disabilities
Quelle	In: Remedial and Special Education, 39 (2018) 6, S.353-364 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932517735574
Schlagwörter	Mental Disorders; Adolescents; Disabilities; Special Education; Social Services; Juvenile Justice; Emotional Disturbances; Autism; Longitudinal Studies; Transitional Programs; National Longitudinal Transition Study of Special Education Students + Suchen Sie Ihr Suchwort? Mental illness; Geisteskrankheit; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Handicap; Behinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Social service; Soziale Dienstleistung; Soziale Dienste; Jugendgerichtshilfe; Gefühlsstörung; Autismus; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	When youth experience psychosocial difficulties, multiple sectors of care may intervene. The present study examined the prevalence and sociodemographic predictors of multisector involvement related to psychosocial difficulties among adolescents with disabilities. Using a nationally representative sample of 9,230 students who participated in the National Longitudinal Transition Study--2, we estimated students' rates of involvement in school, health, social service, and juvenile justice sectors and used logistic regression models to ascertain the relations to student characteristics. Students with disabilities were frequently involved with a variety of sectors of care, but schools remain the primary provider. Multisector involvement was commonplace, particularly for adolescents with emotional disturbance or autism. Disability and insurance type consistently predicted involvement of each sector, but other sociodemographic characteristics commonly related to disparities in involvement were not significant in most of our models. Communication and collaboration across systems can support the school-based problem solving and individualized planning for students with disabilities. (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