ERIC Number: ED370276
Record Type: Non-Journal
Publication Date: 1993-Dec
Reference Count: N/A
Traversing the Mainstream: Regular Education and Students with Disabilities in Secondary School. A Special Topic Report from the National Longitudinal Transition Study of Special Education Students.
This report documents what has been learned through the National Longitudinal Transition Study (NLTS) of Special Education Students about regular education and secondary students with disabilities. Findings are based on data from more than 8,000 youth in secondary special education, ages 13 to 21, in 1985-86. Focus of the report is on how much time students spent in regular education and the effects of regular education on outcomes independent of student and other characteristics. After an introductory chapter, chapter 2 presents a general description of the methodology of the NLTS and a discussion of analytic considerations unique to this report. Chapter 3 looks at characteristics of students with disabilities in regular education. Chapter 4 describes academic and social outcomes during high school associated with time in regular education. Outcomes for young adults in the areas of postsecondary education, employment, independent living, and community participation are presented in chapter 5. Chapter 6 synthesizes findings from the NLTS about regular education and secondary school students with disabilities. (Contains 41 references.) (DB)
Descriptors: Disabilities, Education Work Relationship, Employment, Graduate Surveys, High Schools, Independent Living, Longitudinal Studies, Mainstreaming, Outcomes of Education, Postsecondary Education, Regular and Special Education Relationship, Social Integration, Student Characteristics, Time Factors (Learning), Transitional Programs
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: SRI International, Menlo Park, CA.
Identifiers - Assessments and Surveys: National Longitudinal Transition Study of Special Education Students