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Direct linkCheatham, Leah P.; Randolph, Karen – International Journal of Disability, Development and Education, 2022
It is well established that successful transitions into adulthood vary greatly by numerous factors (e.g., race, gender); yet, understanding of ways that disability-related factors shape transitions into adulthood are less clear. While individuals with disabilities, generally, often fall short of their non-disabled peers in achieving many early…
Descriptors: Young Adults, Adolescents, Individual Characteristics, Disabilities
Karolyn J. Maurer; Alexandra Sturm; Connie Kasari – Remedial and Special Education, 2025
This study used longitudinal special education record data from a large urban southwestern U.S. school district to review classroom placements of students in Grades 5 to 9 educated in traditional public schools (N = 21,314). Results indicated that half of the students were educated primarily in general education classrooms (n = 10,658), 9% of…
Descriptors: Student Placement, Students with Disabilities, Public Schools, Day Schools
Heräjärvi, Nina U.; O. Leskinen, Markku; A. Pirttimaa, Raija; J. Jokinen, Kimmo; A. Arvio, Maria – European Journal of Special Needs Education, 2020
Prior studies have shown that young adults with severe physical and multiple disabilities are less likely to complete upper secondary education. This study aimed to identify whether these students' type of multiple disability, gender, location and literacy skills were associated with completion of upper secondary education. The participants were…
Descriptors: Foreign Countries, Predictor Variables, Severe Disabilities, Physical Disabilities
