Youth and Parent Participation in Transition Planning in the U.S.A.: Findings from the National Longitudinal Transition Study 2012 (NLTS 2012)

Autor/inn/en	Johnson, David R.; Thurlow, Martha L.; Wu, Yi-Chen; Qian, Xueqin; Davenport, Ernest; Matthais, Cynthia
Titel	Youth and Parent Participation in Transition Planning in the U.S.A.: Findings from the National Longitudinal Transition Study 2012 (NLTS 2012)
Quelle	In: Journal of International Special Needs Education, 25 (2022) 2, S.61-73 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2159-4341
Schlagwörter	Transitional Programs; Educational Planning; Student Participation; Parent Participation; Longitudinal Studies; National Surveys; Special Education; Students with Disabilities; Individualized Education Programs; Meetings; Attendance; National Longitudinal Transition Study of Special Education Students + Suchen Sie Ihr Suchwort? Bildungsplanung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Elternmitwirkung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Special needs education; Sonderpädagogik; Sonderschulwesen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Individualized education program; Individualisierendes Lernen; Meeting; Tagung; Anwesenheit
Abstract	The purpose of this study was to use data from the United States' National Longitudinal Transition Study 2012 (NLTS 2012) to present descriptive information on youth and parent participation and youth's role in required Individualized Education Program (IEP)/transition planning meetings by disability category and age groupings (14-22 year olds, 14-15 year olds, and 16-22 year olds). The study found that youth and parent attendance in IEP/transition planning meetings was high across disability categories, but the extent to which youth and parents met with teachers to discuss transition goals was much lower. Data from NLTS 2012 and a previous U.S. study, the National Longitudinal Transition Study 2 (NLTS2), were compared for youth's participation with school staff in discussing transition goals. A significant decline in participation was found over the past decade. Logistic regression analyses illustrated differences in youth and parent participation and youth's role by disability category. (As Provided).
Anmerkungen	Division of International Special Education and Services, Council for Exceptional Children. Web site: http://www.jisne.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01