Understanding the relationship between transition services and postschool outcomes for students with high incidence disabilities
Abstract
Given the consistently poor postschool outcomes of individuals with high incidence disabilities, there is a need to examine the transition services provided to them while in school. This secondary data analysis explored the transition services received by individuals with high incidence disabilities through the National Longitudinal Transition Study-2 (NLTS2). Data analysis was disaggregated by the five disability categories included in this study – LD, MID, EBD, ADHD, and SLI per availability of sufficient cases. Aggregated analyses combining all the five disability categories were conducted when disaggregated analyses were not possible. Along with receipt of transition services, the researcher examined whether the receipt of these services differed by school and individual demographic variables as well as the relationship between transition services and postschool outcomes. The relationship between postschool outcomes and transition goals was examined along with the extent to which individuals achieved their transition goals as well as the transition services received by individuals who achieved their transition goals were evaluated. Last, transition services received by individuals with high incidence disabilities after school exit were examined. Main findings indicated life skills and employment-related transition activities, including school sponsored work and paid employment experiences, received by individuals with LD and high incidence disabilities were not related to their independent living and employment outcomes respectively. In contrast, inclusion in general education for core content areas was significantly related to participation in postsecondary education any time after school exit. Additionally, transition services received in school varied based on individual's disability identification. Aside from the relationship between services and outcomes, transition planning occurred for the majority of individuals with high incidence disabilities. In terms of postschool outcomes, the majority of the individuals with high incidence disabilities experienced paid employment after leaving school and reported earning more than minimum wage at their current or most recent job. Across time, individuals most frequently achieved their transition goals related to competitive employment, followed by postsecondary education, and independent living. Overall, individuals who met their employment, postsecondary education, and independent living goal either immediately or in the long term received the corresponding transition services. Finally, very few individuals received transition services related to job training or life skills training after school exit.
Degree
Ph.D.
Advisors
Bouck, Purdue University.
Subject Area
Special education
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