An Analysis of Disability Groupings and Transition Planning Experiences

Autor/inn/en	Davenport, Ernest C.; Johnson, David R.; Wu, Yi-Chen; Thurlow, Martha L.; Qian, Xueqin; LaVelle, John M.
Titel	An Analysis of Disability Groupings and Transition Planning Experiences
Quelle	In: Journal of Special Education, 56 (2022) 1, S.37-48 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/00224669211024593
Schlagwörter	Special Education; Students with Disabilities; Individualized Education Programs; Transitional Programs; Classification; Symptoms (Individual Disorders); Student Participation; Parent Participation; Student Role; Meetings; Agency Cooperation; Participative Decision Making; National Longitudinal Transition Study of Special Education Students + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Individualized education program; Individualisierendes Lernen; Classification system; Klassifikation; Klassifikationssystem; Psychiatrische Symptomatik; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Elternmitwirkung; Meeting; Tagung
Abstract	One important aspect of special education research that makes it complex is the variability of the disability categories being studied. This study used the context of Individualized Education Program (IEP)/transition planning and National Longitudinal Transition Study 2012 (NLTS 2012) student and parent survey items associated with this context to illustrate the challenges of grouping disability categories. We examined how disability groupings are treated similarly with respect to their transition planning experiences across different survey items. Findings illustrate that the 12 transition-related disability categories can be empirically formed into four clusters according to their IEP/transition planning meeting experiences. Results indicate that regardless of the scale used, these groupings are relatively consistent (e.g., autism, multiple disabilities, and orthopedic impairments were always together), but different from groupings based on theory or another set of items (e.g., self-determination). Implications for practice and future research are discussed. (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	2024/1/01