NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED324894
Record Type: RIE
Publication Date: 1990-Jul
Pages: 287
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Youth Categorized as Learning Disabled, Statistical Almanac, Volume 2. The National Longitudinal Transition Study of Special Education Students.
Valdes, Kathryn A.; And Others
This volume of the National Longitudinal Transition Study of Special Education Students (NLTS) offers statistical data relating to 1,191 students with learning disabilities (ages 13-21). The study design involved a survey of parents/guardians, examination of school records, and a survey of school programs. The 43 tables describe: youths' 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. The volume also outlines the purposes of the study and describes the research methodology used. Appendices provide information on interpreting variables and present data tables relating to specific subgroups. Includes two references. (JDD)
SRI International, 333 Ravenswood Ave., Menlo Park, CA 94025-3493 ($24.00).
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 232 627-636.