The Educational Attainment Process among Adolescents with Disabilities and Children of Parents with Disabilities

Autor/inn/en	Shandra, Carrie L.; Hogan, Dennis P.
Titel	The Educational Attainment Process among Adolescents with Disabilities and Children of Parents with Disabilities
Quelle	In: International Journal of Disability, Development and Education, 56 (2009) 4, S.363-379 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1034-912X
Schlagwörter	Educational Attainment; Disabilities; Young Adults; Academic Aspiration; Adolescents; Parents with Disabilities; High School Graduates; Graduation Rate; College Bound Students; Expectation; Special Needs Students; Severity (of Disability); Comparative Analysis; Family Characteristics; Individual Characteristics; Socioeconomic Status; Parent Influence; Peer Influence; United States; National Longitudinal Survey of Youth + Suchen Sie Ihr Suchwort? Bildungsabschluss; Bildungsgut; Handicap; Behinderung; Young adult; Junger Erwachsener; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Expectancy; Erwartung; Sonderpädagogischer Förderbedarf; Schweregrad; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Socio-economic status; Sozioökonomischer Status; USA
Abstract	This article uses data from the National Longitudinal Survey of Youth 1997 (NLSY97) to examine the relationship between disability, parental and youth university expectations in 1997, and youth high school completion and university enrolment by 2003. Results indicate that educational attainment is not equal for young adults with and without disabilities in the United States. Parents--but not adolescents--are likely to reduce their educational expectations when adolescents have a mild or serious disability, net of school performance. These parental--but not adolescent--expectations are significantly associated with high school completion. Finally, even after controlling for educational expectations and school performance, youth with serious disabilities are much less likely to graduate from high school than youth without disabilities. Despite the considerable strides made in the implementation of the Individuals with Disabilities Education Act, students with disabilities are not achieving educational parity in graded schooling. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10