The skills, knowledge, and credentials obtained through education are widely believed to be connected to positive occupational and economic outcomes. In recent decades, considerable attention has been devoted to improving educational attainment levels of students with disabilities. This report discusses policies aiming to promote educational…

Although English Learners (ELs) constitute one of the fastest growing subpopulations in U.S. schools, little is known about the postschool outcomes of ELs who are also students with disabilities (ELSWD). This descriptive study examines a nationally representative sample of ELSWD through a secondary analysis of the National Longitudinal Transition…

Purpose: The purposes of this study were first to identify and describe transition to adulthood pathways of youth with Serious Emotional Disturbance (SED) in regards to the timing and order of transition to adulthood task completion (e.g. completing education, gaining employment, living independently, marrying/close personal relationship, and…

This study examined data from the National Longitudinal Transition Study 2 (NLTS2) to determine if factors indicative of caring were predictive of high school graduation for students with ED. Selection of NLTS2 variables was guided by resiliency theory, which implies that an individual can successfully adapt to factors that threaten his or her…

The Office of Special Education and Rehabilitative Services (OSERS) administers programs that assist in educating children and youth with disabilities and provides funding for vocational rehabilitation (VR) services for youth and adults with disabilities. OSERS established the Transition Steering Committee to focus specifically on the services,…

Given the increasing number of students with learning disabilities attending postsecondary educational institutions, it is essential to determine the factors which may play a predictive role in postsecondary education in order to inform educational practices and interventions prior to high school graduation. As such, the primary aim of the current…

The purpose of this study was to determine the antecedent conditions that contribute to post-secondary education (PSE) completion for students with disabilities, taking into account institutional experiences associated with social integration. A prospective longitudinal design was used to analyze data from the National Longitudinal Transition…

The National Longitudinal Transition Study-2 (NLTS2) provides a unique source of information to help in developing an understanding of the experiences of secondary school students with disabilities nationally as they go through their early adult years. NLTS2 addresses questions about youth with disabilities in transition by providing information…

The Office of Special Education and Rehabilitative Services (OSERS) administers programs that assist in educating children and youth with disabilities, provides funding for vocational rehabilitation (VR) services for youth and adults with disabilities and supports research to improve the lives of individuals with disabilities. OSERS established…

It is well documented that attrition in the postsecondary settings for students who are deaf or hard of hearing is greatly due to their academic and communication skills, as well as pre-entry attributes. However there is little evidence that indicates why students who are deaf or hard of hearing are successful in the postsecondary setting. This…

This study examined the postsecondary outcomes of students with and without disabilities in the four major outcomes areas of post-secondary education, employment, independent living, and recreation and leisure. The target population included students graduating from one mid-sized school district from a southern state. A stratified random sample of…

The report of the National Longitudinal Transition Study presents initial findings on characteristics of school dropouts since 1985-86 among more than 8,000 youth (ages 13 to 23) with disabilities. The report also addresses characteristics of schools or programs that may affect the decision to drop out among disabled youth. The first section…

The report of the National Longitudinal Transition Study presents initial findings on individual characteristics which relate to postsecondary education participation since 1985-86 among more than 8,000 youth (ages 13 to 23) with disabilities. A series of logistic regression models examines such factors as youth's background characteristics,…

This paper examines services being received by secondary students classified as seriously emotionally disturbed; school policies concerning their education; and the links between services, policies, and school performance. Data from a subset of 782 youth with serious emotional disturbances from the National Longitudinal Transition Study (NLTS)…