Parents' Postsecondary Education Expectations for Students with Autism, Intellectual Disability, and Multiple Disabilities: Findings from NLTS 2012

Autor/inn/en	Qian, Xueqin; Johnson, David R.; Wu, Yi Chen; LaVelle, John; Thurlow, Martha L.; Davenport, Ernest
Titel	Parents' Postsecondary Education Expectations for Students with Autism, Intellectual Disability, and Multiple Disabilities: Findings from NLTS 2012
Quelle	In: Research and Practice for Persons with Severe Disabilities, 45 (2020) 4, S.256-270 (15 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Qian, Xueqin) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-7969
DOI	10.1177/1540796920962423
Schlagwörter	Longitudinal Studies; Special Education; Transitional Programs; Students with Disabilities; Predictor Variables; Parent Attitudes; Expectation; College Students; Student Needs; Autism; Pervasive Developmental Disorders; Intellectual Disability; Multiple Disabilities; Correlation; Socioeconomic Status; Family Income; Parent Background; Educational Attainment; Adolescents; Young Adults; Student Characteristics; Family Characteristics; National Longitudinal Transition Study of Special Education Students + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Special needs education; Sonderpädagogik; Sonderschulwesen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Prädiktor; Elternverhalten; Expectancy; Erwartung; Collegestudent; Autismus; Intellect; Verstand; Multiple disability; Mehrfachbehinderung; Korrelation; Socio-economic status; Sozioökonomischer Status; Familieneinkommen; Elternhaus; Bildungsabschluss; Bildungsgut; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Young adult; Junger Erwachsener
Abstract	This study uses data from the National Longitudinal Transition Study 2012 to examine predictors at the individual, family, and school levels associated with parental expectations toward postsecondary education among students with significant support needs, including those with autism spectrum disorder, intellectual disability, and multiple disabilities. Consistent with previous studies, chi-square tests revealed a positive relation between socioeconomic status such as household income or parental education level and parental expectations. Logistic regression analyses showed that whether parents have a college degree and whether students have participated in college entrance or advanced placement tests are factors that are positively associated with parental expectations toward children's future education. (As Provided).
Anmerkungen	SAGE Publications. 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	2024/1/01