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Constructing a Preliminary Model of School Belonging for Students with Intellectual Disability
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Emily K. Van Gaasbeek; Marc J. Tassé – Journal of Intellectual Disabilities, 2024
The construct of belonging has been studied in many marginalised student groups yet has been understudied among students with intellectual disability. The present study used a large dataset from the United States to quantitatively investigate the construct of belonging among 7th to 12th grade students with the educational classification of…
Descriptors: Sense of Community, Student School Relationship, Students with Disabilities, Intellectual Disability
Validating a Model of Motivational Factors Influencing Involvement for Parents of Transition-Age Youth with Disabilities
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Hirano, Kara A.; Shanley, Lina; Garbacz, S. Andrew; Rowe, Dawn A.; Lindstrom, Lauren; Leve, Leslie D. – Remedial and Special Education, 2018
Parent involvement is a predictor of postsecondary education and employment outcomes, but rigorous measures of parent involvement for youth with disabilities are lacking. Hirano, Garbacz, Shanley, and Rowe adapted scales based on Hoover-Dempsey and Sandler model of parent involvement for use with parents of youth with disabilities aged 14 to 23.…
Descriptors: Motivation, Parent Participation, Parents, Transitional Programs
Secondary Analysis of National Longitudinal Transition Study 2 Data
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Hicks, Tyler A.; Knollman, Greg A. – Career Development and Transition for Exceptional Individuals, 2015
This review examines published secondary analyses of National Longitudinal Transition Study 2 (NLTS2) data, with a primary focus upon statistical objectives, paradigms, inferences, and methods. Its primary purpose was to determine which statistical techniques have been common in secondary analyses of NLTS2 data. The review begins with an…
Descriptors: Longitudinal Studies, Disabilities, Special Education, Transitional Programs
A Troubled Future? Participation in Postsecondary Education by Youths with Disabilities.
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Fairweather, James S.; Shaver, Debra M. – Journal of Higher Education, 1990
A nationally representative sample of youths with disabilities who recently exited high school was studied to determine their level of participation in postsecondary educational programs. The results show that disabled individuals participate at only one-quarter the rate of their nondisabled counterparts. (Author/MLW)
Descriptors: Disabilities, Futures (of Society), High Schools, Longitudinal Studies
Promoting the Involvement of Students with Emotional and Behavioral Disorders in Career and Vocational Planning and Decision-Making: The Self-Determined Career Development Model
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Benitez, Debra T.; Lattimore, Jennifer; Wehmeyer, Michael L. – Behavioral Disorders, 2005
The authors examined the effectiveness of a support model to instruct five youth with EBD to self-direct the problem-solving processes and promote self-determination skills by enabling them to: (a) set employment/career related goals, (b) develop and implement a plan toward goal attainment; and (c) adjust and evaluate progress toward meeting their…
Descriptors: Employment, Career Development, Behavior Disorders, Transitional Programs
An Evaluation of a Comprehensive System of Transition Services.
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Aspel, Nellie; Bettis, Gail; Test, David W.; Wood, Wendy M. – Career Development for Exceptional Individuals, 1998
This study evaluated a comprehensive transition model for students with disabilities known as TASSEL (Teaching All Students Skills for Employment and Life) in two North Carolina school systems. Analysis of social validity data and student outcome data for 76 students found that consumers were satisfied with TASSEL transition services and student…
Descriptors: Data Analysis, Disabilities, Education Work Relationship, Integrated Services