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ERIC Number: ED583066
Record Type: Non-Journal
Publication Date: 2018-May
Pages: 16
Abstractor: ERIC
ISBN: N/A
ISSN: N/A
EISSN: N/A
Available Date: N/A
Preparing for Life after High School: The Characteristics and Experiences of Youth in Special Education. A Summary of Key Findings from The National Longitudinal Transition Study 2012. NCEE Evaluation Brief
Lipscomb, Stephen; Lacoe, Johanna; Liu, Albert Y.; Haimson, Joshua
National Center for Education Evaluation and Regional Assistance
Preparing youth with disabilities for successful futures is a longstanding priority for policymakers and educators. This priority is reflected in the federal Individuals with Disabilities Education Act (IDEA), last updated in 2004. This brief summarizes findings from surveys of secondary school youth with disabilities and their parents collected for the National Longitudinal Transition Study (NLTS) 2012, which is being conducted as part of an assessment of IDEA.
Descriptors: Disabilities, Transitional Programs, Longitudinal Studies, Special Education, Success, Secondary School Students, Parent Attitudes, Student Attitudes, Educational Legislation, Federal Legislation, Equal Education, Individualized Education Programs, Friendship, Activities, Academic Support Services, Parent Role, School Role, Family Environment, Individual Characteristics, Institutional Characteristics, Peer Relationship, Student Behavior
National Center for Education Evaluation and Regional Assistance. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://ies.ed.gov/ncee/
Publication Type: Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Center for Education Evaluation and Regional Assistance (ED); Mathematica Policy Research, Inc.
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act
Identifiers - Assessments and Surveys: National Longitudinal Transition Study of Special Education Students
IES Funded: Yes
Grant or Contract Numbers: EDIES10C0073
Author Affiliations: N/A