Project Activities
The research team conducted a series of secondary data analyses using the NLTS-2012 dataset to explore associations among student, family, and school factors; students’ participation in the IEP transition planning process; and students’ post-school goal aspirations. They also conducted additional analyses to identify additional factors associated with students’ involvement in the IEP transition planning process and future goal aspirations.
Structured Abstract
Setting
Secondary data were obtained from NLTS-2012, a nationally representative study conducted in 2012-2013 involving approximately 12,000 secondary students (ages 13-21 at the start of the study) with and without disabilities and their parents.
Sample
The sample included the 8,960 students with IEPs across the disability categories defined in the Individuals with Disabilities Education Act (IDEA) and their parents.
The factors under investigation included student- (e.g., self-determination), family- (e.g., parent expectations), and school-level (e.g., college or career readiness coursework, vocational experiences) factors that may be associated with student’s involvement in the IEP transition planning meeting. Students’ participation in the IEP transition planning process was also examined as a malleable factor that may be associated with students’ future goal aspirations.
Research design and methods
The research team conducted a series of analyses using data from NLTS -2012. Analyses focused on exploring students’ experiences in IEP transition meetings (their invitation, attendance, role, and contribution) and differences in IEP transition meeting involvement based on type of disability and other student and family characteristics and factors. Additional analyses were conducted to examine relationships among student, family, and school factors and students’ goal aspirations.
Control condition
Due to the nature of the research design, there is no control condition.
Key measures
The research team used a number of key variables included in the NLTS 2012 Youth Baseline Questionnaire and the NLTS 2012 Parent Baseline Questionnaire. These included variables related to students’ participation in the IEP transition planning process, student, family, and school characteristics, and variables to assess students’ expectations for the future. Some variables were directly analyzed and others were re-coded to create variables representing constructs not directly assessed in NLTS-2012 (e.g., parent involvement).
Data analytic strategy
The research team conducted descriptive statistics, correlations, regression analyses, and exploratory and confirmatory factor analyses to explore the relationship among predictors (student, family, and school) and transition planning meeting invitation, participation, and contribution and future goal aspirations.
Key outcomes
The main findings of this project, as reported by the principal investigator, are as follows:
- Across all disability categories, most students and parents were invited to and attended IEP/transition planning meetings (93% of students were invited and 83% attended; 90% of parents were invited and attended). However, fewer students (14-22 years of age) reported having met with school staff to develop a transition plan (69%); about 4 out of 10 youth participated very little or not at all in the meeting, and approximately one-fourth of youth reported taking a leadership role and helping set the direction for the meeting (24%).
- Overall, students with more significant disabilities (autism, intellectual disability, and multiple disabilities) held a limited role and contributed less during IEP/transition planning meetings than students with other disabilities.
- Results examining differences between ELs with disabilities and non-ELs with disabilities revealed no differences in procedural IEP transition planning meeting experiences (i.e., being invited, attending, and meeting with school staff to set goals).
- Students taking an active role in the meeting and making contributions in coming up with goals showed significantly higher expectations on their post-school transition goals compared to students with a less active role.
- Across analyses and disability categories, we found that students held high expectations for future opportunities for further education (range 56.7% - 87.6%), employment (range 89.7% - 98.1%), independent living (range 72.0% - 92.4%), and financial independence (range 80.8% - 95.5%). Overall, students held higher expectations for postsecondary education, independent living, and future financial independence than their parents did.
- Compared to students with other disabilities, students with the significant disabilities (autism, intellectual disability, multiple disabilities) had lower expectations for their post-school goals, including postsecondary education, employment, independent living, and financial independence.
- ELs with disabilities, compared to non-ELs with disabilities, had lower expectations for living independently after high school and being financially independent by age 30.
People and institutions involved
IES program contact(s)
Project contributors
Products and publications
Publications:
ERIC Citations: Find available citations in ERIC for this award here.
Selected publications
Davenport E., Johnson, D., Wu, Y.-C., Thurlow, M., Qian, X., & LaVelle, J. (2021). An analysis of disability groupings and transition planning experiences. Journal of Special Education. https://doi.org/10.1177/00224669211024593
Johnson, D. R., Thurlow, M. L., Wu, Y. C., Qian, X., Davenport, E., & Matthais, C. (2022). Youth and parent participation in transition planning in the U.S.A.: Findings from the National Longitudinal Transition Study 2012 (NLTS 2012). Journal of International Special Needs Education, 25(2), 61–73.
Johnson, D. R., Thurlow, M. L., Wu, Y. C., LaVelle, J. M., & Davenport, E. C. (2020). IEP/transition planning participation among students with the most significant cognitive disabilities: Findings from NLTS 2012. Career Development and Transition for Exceptional Individuals, 43(4), 226-239.
Matthias, C., LaVelle, J., Johnson, D. R., Wu, Y-C., & Thurlow, M. (2021). Exploring predictors of bullying and victimization of students with autism spectrum disorder: Findings from NLTS 2012. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-021-04907-y
Qian, X., Johnson, D. R., & Papay, C. (2020). Exploring predictors of paid early work experiences for youth with Autism: Using NLTS2012 data. Focus on autism and developmental disabilities, 36(1), 14-24. https://doi.org/10.1177/1088357620956915
Qian, X., Johnson, D. J., Wu, Y., LaVelle, J., Thurlow, M., &Davenport, E. (2020). Parents’ postsecondary education expectations for students with autism, intellectual disability, and multiple disabilities: Findings from NLTS 2012. Research and Practice for Persons with Severe Disabilities, 45(4), 256-270. https://doi.org/10.1177/1540796920962423
Wu, Y. C., Thurlow, M., & Johnson, D. (2021). A national view of transition planning participation and post-school goals for English learners with disabilities. Exceptionality, 31, 18–35.
Questions about this project?
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