Exploring Predictors of Transition Planning Participation and Future Goal Aspirations of Secondary Students with Intellectual and Developmental Disabilities
2020
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Exploring Predictors of Transition Planning Participation and Future Goal Aspirations of Secondary Students with Intellectual and Developmental Disabilities
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2020
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This poster is based on research that we have recently conducted based on an Institute for Education Science, U.S. Department of Education grant title “Exploring Predictors of IEP/Transition Planning Participation and Future Goal Aspirations of Students with Disabilities”. The studies were based on a secondary analyses of the National Longitudinal Transition Study 2012 (NLTS 2012). NLTS is a sample of 13,000 students and 13,000 parents conducted by Mathematica Policy Research and the Institute on Community integration at the University of Minnesota. The Individuals with Disabilities Education Act (IDEA) requires that students with disabilities beginning by age 16 are invited to and actively participate in setting goals and making decisions regarding their school and postschool involvements. The results of this study document the challenges that youth with intellectual and developmental disabilities have in assuming an active role in the transition planning process.
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Funded by Grant R324A180178
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Johnson, David; Wu, Yi-Chen; Thurlow, Martha L.; LaVelle, John; Davenport, Ernest; Matthias, Cynthia. (2020). Exploring Predictors of Transition Planning Participation and Future Goal Aspirations of Secondary Students with Intellectual and Developmental Disabilities. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/212136.
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