Comparing the Transition Planning, Postsecondary Education, and Employment Outcomes of Students with Intellectual and Other Disabilities

Autor/inn/en	Grigal, Meg; Hart, Debra; Migliore, Alberto
Titel	Comparing the Transition Planning, Postsecondary Education, and Employment Outcomes of Students with Intellectual and Other Disabilities
Quelle	In: Career Development for Exceptional Individuals, 34 (2011) 1, S.4-17 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-7288
DOI	10.1177/0885728811399091
Schlagwörter	Postsecondary Education; Supported Employment; Mental Retardation; Vocational Rehabilitation; Transitional Programs; Planning; Equal Opportunities (Jobs); Disabilities; Comparative Analysis; Individualized Education Programs; Outcomes of Education; Competition; Sheltered Workshops; Special Schools; Occupational Aspiration + Suchen Sie Ihr Suchwort? Post-secondary education; Tertiäre Bildung; Arbeitsförderungsmaßnahme; Geistige Behinderung; Berufliche Rehabilitation; Ablaufplanung; Planungsprozess; Equal opportunity; Equal opportunities; Job; Jobs; Chancengleichheit; Beruf; Handicap; Behinderung; Individualized education program; Individualisierendes Lernen; Lernleistung; Schulerfolg; Wettkampf; Special school; Sonderschule; Berufsneigung; Berufsziel
Abstract	This article describes a secondary analysis of variables from the National Longitudinal Transition Survey 2 (NLTS-2) database. Specifically, students with intellectual disability (ID) were compared to students with other disabilities regarding post-school transition goals listed on their IEPs/Transition Plans, contacts/referrals made to outside agencies during transition planning, participation of other agencies/organizations in transition planning (e.g., vocational rehabilitation and higher education representatives), and students' postsecondary education and employment outcomes. Students with ID were less likely to have postsecondary education or competitive employment goals and outcomes and more likely to have sheltered and supported employment goals and outcomes compared to students with other disabilities. Contacts with and participation of external professionals in IEP/Transition Plan meetings also differed between the two groups of students. (Contains 3 tables and 1 note.) (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	2017/4/10