Educational Predictors for Postsecondary Living Status

Autor/in	Cain, Irina
Titel	Educational Predictors for Postsecondary Living Status
Quelle	(2017), (153 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Virginia Commonwealth University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3697-4540-5
Schlagwörter	Hochschulschrift; Dissertation; Predictor Variables; Student Role; Ethnicity; Disabilities; Cognitive Ability; Interpersonal Competence; Personal Autonomy; Institutional Characteristics; Individualized Education Programs; Longitudinal Studies; Correlation; Independent Living; Postsecondary Education; Daily Living Skills; Parent Aspiration; Parent Participation; Individualized Transition Plans; Special Education; Transitional Programs; National Longitudinal Transition Study of Special Education Students + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Prädiktor; Ethnizität; Handicap; Behinderung; Denkfähigkeit; Interpersonale Kompetenz; Individuelle Autonomie; Individualized education program; Individualisierendes Lernen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Korrelation; Selbstverantwortung; Post-secondary education; Tertiäre Bildung; Alltagsfertigkeit; Elternwille; Elternmitwirkung; Special needs education; Sonderpädagogik; Sonderschulwesen
Abstract	This study was performed as the result of gaps in the literature in the area of transition to independent living (IL) using secondary data from the National Longitudinal Transition Study 2 (NLTS-2). Its findings identify individual, skills, family, and school factors that predict postsecondary living status and moderators of the relationships between predictors and the outcome. Specifically, results indicated the following factors as predicting postsecondary living status: individual factors (ethnicity and disability label), skills (self-care, functional mental, personal autonomy, self-realization, and social), family factors (parental expectations and parental involvement in school), and school factors (student's role in transition planning and having IL as the primary IEP goal). The following factors also emerged as moderators: ethnicity, disability label, mental skills, social skills, personal autonomy, and having IL as the primary goal. Performing analyses on secondary data, although providing the advantage of large numbers of participants, also result in limitations that were considered when making recommendations. Future research should investigate the accuracy of findings regarding skills predictors, and probe for better understanding of decision making during transition planning and participants' experiences. Policy should include transition planning specifically for IL and postsecondary follow-up for this outcome, while practice should focus on incorporating planning for IL during transition planning, addressing cultural diversity in transition, and helping parents develop high and realistic expectations for their children. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01