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ERIC Number: EJ1107718
Record Type: Journal
Publication Date: 2016-Aug
Pages: 10
Abstractor: As Provided
ISSN: ISSN-2165-1434
Transition and Students with Mild Intellectual Disability: Findings From the National Longitudinal Transition Study-2
Bouck, Emily C.; Joshi, Gauri S.
Career Development and Transition for Exceptional Individuals, v39 n3 p154-163 Aug 2016
Students with intellectual disability historically struggle with post-school outcomes. However, much of the research on students with intellectual disability relative to post-school outcomes and transition services is aggregated for students with mild, moderate, and severe intellectual disability. This secondary analysis of the National Longitudinal Transition Study-2 (NLTS2) focused on the in-school and post-school transition services, transition planning, and post-school goals for students with mild intellectual disability. The majority of students with mild intellectual disability received in-school transition services, yet few students reported post-school agencies participating in their transition planning. Inconsistent alignment existed between transition goals and achieving those goals. Implications for practice are discussed, including the potential need to increase attention to social skills in secondary education for students with mild intellectual disability.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A