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ERIC Number: ED574305
Record Type: Non-Journal
Publication Date: 2016
Pages: 40
Abstractor: As Provided
Reference Count: 56
Effect of Transition Planning on Postsecondary Support Receipt by Students with Disabilities
Newman, Lynn A; Madaus, Joseph W.; Javitz, Harold S.
Grantee Submission
Data from the National Longitudinal Transition Study-2 were analyzed to determine the effect of receiving transition planning education and having a transition plan that specified needed postsecondary accommodations on the receipt of disability-specific services and generally available supports at the postsecondary level by students with disabilities. The analyses included a nationally representative cohort of 1,210 students. Propensity model analyses indicated that both variables significantly increased the odds that students with disabilities would receive disability-specific and generally available supports at 2-year institutions. In addition, students with transition plans specifying accommodations were more likely to receive disability-related supports at career/technical education (CTE) schools and CTE students who had received transition planning education in high school were more likely to receive generally available supports. The results provide important implications for policy and practice, and a strong foundation for further exploration of the linkages between transition planning experiences and receipt of disability-specific and generally available supports at postsecondary schools. Given the significant change in responsibility faced by students with disabilities in college in regard to decision making and self-advocacy, transition planning for students with disabilities needs to include explicit instruction related to accessing needed services at the college level. (Contains 2 tables). [This paper was published in "Exceptional Children," v82 n4 p497-514 2016 (EJ1104758).]
Publication Type: Reports - Research
Education Level: Postsecondary Education; Two Year Colleges; Higher Education; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: National Longitudinal Transition Study of Special Education Students
IES Funded: Yes
Grant or Contract Numbers: R305Al20300