College and Career Readiness Support for Youth with and without Disabilities Based on the National Longitudinal Transition Study 2012

Autor/inn/en	Lombardi, Allison R.; Rifenbark, Graham G.; Hicks, Tyler; Taconet, Ashley; Challenger, Clewiston
Titel	College and Career Readiness Support for Youth with and without Disabilities Based on the National Longitudinal Transition Study 2012
Quelle	In: Exceptional Children, 89 (2022) 1, S.5-22 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Lombardi, Allison R.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
DOI	10.1177/00144029221088940
Schlagwörter	Special Education; Transitional Programs; Students with Disabilities; College Readiness; Career Readiness; Racial Differences; Ethnicity; Family Income; Low Income Students; Minority Group Students; Equal Education; Racism; Social Bias; Secondary School Students; Individualized Education Programs; Federal Legislation; 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; Rassenunterschied; Ethnizität; Familieneinkommen; Rassismus; Sekundarschüler; Individualized education program; Individualisierendes Lernen; Bundesrecht
Abstract	In this study, we examined college and career readiness (CCR) support for students with and without disabilities using data from the National Longitudinal Transition Study 2012. We selected variables relevant to CCR and focused on the interaction of disability, race and ethnicity, and household income across a range of disability categories, including those on individualized education programs and 504 plans, as well as for those without disabilities. Overall, we analyzed 19 groups of students representing these intersectional characteristics. Our findings show significant differences among the groups with regard to receiving the CCR supports: help with college applications, course-taking advice, interpretation of college admissions exam scores, and arranging college visits. Results show students of color without disabilities from low-income households were 2 times more likely to receive certain CCR supports. In contrast, across all study outcomes, students with disabilities showed different patterns than their counterparts without disabilities and were at a clear disadvantage with regard to access to CCR supports. Findings suggest disparities in schoolwide CCR supports for those with disabilities, which are more pronounced for students of color with disabilities. Implications for secondary transition educators and school counselors are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01