ERIC Number: EJ1122447
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Examining Postsecondary Education Predictors and Participation for Students with Learning Disabilities
Joshi, Gauri S.; Bouck, Emily C.
Journal of Learning Disabilities, v50 n1 p3-13 Jan-Feb 2017
Given the history of poor postschool outcomes for students with disabilities, researchers repeatedly sought to demonstrate the links between predictor variables and postschool outcomes for students with disabilities. This secondary data analysis used the National Longitudinal Transition Study-2 to examine the relationship between postsecondary education-related transition services and postsecondary education participation for students with learning disabilities. Logistic regression analyses indicated receiving core content area instruction in the general education classroom was positively related to postsecondary education participation. Frequency distributions indicated students with learning disabilities attended 2-year college at higher rates than other postsecondary education programs. The results suggest educators should consider inclusion in general education classroom for core content area instruction for students with learning disabilities with postsecondary education goals to the extent permitted by their least restrictive environment.
Descriptors: Postsecondary Education, Correlation, Transitional Programs, Learning Disabilities, Inclusion, College Attendance, Two Year Colleges, Disabilities, Longitudinal Studies, Special Education, High School Students, Student Characteristics, Program Effectiveness, Vocational Education
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: email@example.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Postsecondary Education; Higher Education; Two Year Colleges; High Schools; Secondary Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: National Longitudinal Transition Study of Special Education Students
Grant or Contract Numbers: N/A