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ERIC Number: ED501318
Record Type: Non-Journal
Publication Date: 2008-Mar
Pages: 13
Abstractor: ERIC
Reference Count: 16
ISBN: N/A
ISSN: N/A
Substance Use among Young Adults with Disabilities. Facts from NLTS2. NCSER 2008-3009
Yu, Jennifer; Huang, Tracy; Newman, Lynn
National Center for Special Education Research
The report uses data from the National Longitudinal Transition Study-2 (NLTS2) to answer questions about the use of alcohol, cigarettes and illegal drugs such as marijuana, cocaine, and LSD among young adults with disabilities. The report compares substance use among this population with substance use in the general population, and compares different disability categories and demographic groups in substance use and in the receipt of substance abuse prevention education and services. The NLTS2 is funded by the National Center for Special Education Research at the Institute of Education Sciences, U.S. Department of Education. NLTS2 was initiated in 2001 and has a nationally-representative sample of more than 11,000 students with disabilities. The study found that adults with disabilities were less likely than those in the general population to report drinking alcohol and using any illegal drugs. Young adults with emotional disturbances were more likely than those in almost all other disability categories to report smoking cigarettes, drinking, and using marijuana or other illegal drugs. Young adults with learning disabilities were also more likely than those in many other disability categories to report smoking, drinking, and marijuana use. (Contains 2 tables, 3 figures, and 23 notes.)
National Center for Special Education Research. 400 Maryland Avenue SW, Washington, DC 20202. Tel: 800-437-0833; Fax: 202-401-0689; Web site: http://ies.ed.gov/ncser/
Publication Type: Numerical/Quantitative Data; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Center for Special Education Research (ED)
Identifiers - Assessments and Surveys: National Longitudinal Transition Study of Special Education Students
IES Funded: Yes