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ERIC Number: ED324893
Record Type: RIE
Publication Date: 1990-Jul
Pages: 442
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Overview: Statistical Almanac, Volume 1. The National Longitudinal Transition Study of Special Education Students.
Valdes, Kathryn A.; And Others
The National Longitudinal Transition Study of Special Education Students (NLTS) was Congressionally mandated to provide information regarding the transition of youth with disabilities from secondary school to early adulthood. Data were collected for more than 8,000 special education students, ages 13-21. The study design involved a survey of parents/guardians, review of school records, and a survey of school programs. This overview volume of the statistical almanac introduces the purposes of the study and procedures relating to the research methodology. Forty-three tables display data on: individual and household characteristics (demographic characteristics, self-care skills, functional skills, assistive devices, parental expectations for futures of youth); characteristics of students' school and educational programs (enrollment, staffing, policies, coordination, transition planning, educational placements, course-taking); programs available (vocational education, vocational assessment/counseling, work adjustment training); services received (vocational services, counseling, occupational therapy, tutors, readers, interpreters, speech/language therapy, physical assistance, transportation assistance); and youth outcomes (educational achievements, school completion, independence, social experiences, postsecondary education, employment.) The tables present data by type of community, gender, age, school status, household income, ethnicity, and head of household education. Appendices clarify the interpretation of selected variables and provide a table of subgroups referenced by disability categories. Includes two references. (JDD)
SRI International, 333 Ravenswood Ave., Menlo Park, CA 94025-3493 ($28.00).
Publication Type: Reports - Research; Numerical/Quantitative Data
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: SRI International, Menlo Park, CA.
Note: For related documents, see EC 232 628-636.