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ERIC Number: EJ802310
Record Type: Journal
Publication Date: 2007-Sep
Pages: 9
Abstractor: ERIC
Reference Count: 9
ISSN: ISSN-1525-1810
The Impact of Inclusion-Based Education on the Likelihood of Independence for Today's Students with Special Needs
Sun, Christopher M.
Journal of Special Education Leadership, v20 n2 p84-92 Sep 2007
Students with disabilities have more barriers to independent living than other student populations. The current study examines the likelihood of independence for young people with disabilities by extending a model developed by the Heal and Rusch (1995) that used the National Longitudinal Transition Study (NLTS) from 1992. The current study employs a probit regression with a likelihood of independence as the dependent variable with 6,562 observations. The principal finding is that if special needs children, regardless of disability, participate more in regular educational settings, the likelihood that they live independently after leaving school increases. The analysis also considers preliminary observations from the follow-up National Longitudinal Transition Study-2, due to be completed in 2010. This article provides a literature review regarding students with special needs, their likelihood of living independently after leaving school, and significant policy changes since the original NLTS data set. It describes the methods used in the present study to understand and analyze the NLTS and NLTS-2 studies. Next, it discusses the results of the statistical analysis. Finally, the article provides a discussion of the results, conclusions, and policy implications for the findings. (Contains 6 tables.)
Council of Administrators of Special Education. Fort Valley State University, 1005 State University Drive, Fort Valley, GA 31030. Tel: 478-825-7667; Fax: 478-825-7811; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act
Identifiers - Assessments and Surveys: National Longitudinal Transition Study of Special Education Students