ERIC Number: EJ977880
Record Type: Journal
Publication Date: 2012-Sep
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0741-9325
EISSN: N/A
Assistive Technology and Students with High-Incidence Disabilities: Understanding the Relationship through the NLTS2
Bouck, Emily C.; Maeda, Yukiko; Flanagan, Sara M.
Remedial and Special Education, v33 n5 p298-308 Sep 2012
Assistive technology use in secondary school and postschool has been shown to improve the educational attainment and life outcomes of students with high-incidence disabilities. This study used data from the National Longitudinal Transition Study-2--collected in the early to mid-2000s--to explore the relationship between receipt of assistive technology in school and postschool outcomes. Few students in this study reported receiving assistive technology in high school (7.8%) and fewer still after high school (1.1%). In general, students with high-incidence disabilities who reported receiving assistive technology in school had more positive postschool outcomes in terms of a paid job, wages, and participation in postsecondary education. Yet assistive technology receipt was not a statistically significant factor in the logistic regression model for any dependent variable (i.e., postschool outcome). Although positive implications for receipt of assistive technology in school were suggested, receipt was not a predictor for positive postschool outcomes. (Contains 2 tables.)
Descriptors: Incidence, Educational Attainment, Disabilities, Educational Technology, Assistive Technology, Longitudinal Studies, Transitional Programs, Predictor Variables, Developmentally Appropriate Practices, Program Effectiveness, Accessibility (for Disabled), Graduate Surveys, Quality of Life, Social Indicators, Data Analysis
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
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A