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Exploring Essential Characteristics of Self-Determination for Diverse Students Using Data from NLTS2
Peer reviewed
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Direct linkKarrie A. Shogren; William Kennedy; Chantelle Dowsett; Mauricio Garnier Villarreal; Todd D. Little – Career Development and Transition for Exceptional Individuals, 2014
This study explored the impact of race/ethnicity on three of the four essential characteristics of self-determination--autonomy, self-realization, and psychological empowerment--directly assessed in the National Longitudinal Transition Study-2. Specifically, the impact of race/ethnicity was examined with six disability groups established in…
Descriptors: Self Determination, Personal Autonomy, Self Actualization, Empowerment
Lipscomb, Stephen; Hamison, Joshua; Liu Albert Y.; Burghardt, John; Johnson, David R.; Thurlow, Martha – National Center for Education Evaluation and Regional Assistance, 2017
It is widely recognized that the 12 percent of all youth in American public schools who have disabilities comprise a set of students with distinct capacities and needs. Federal legislation, including the most recent updates to the Individuals with Disabilities Education Act (IDEA) in 2004, identifies different disability groups and mandates that…
Descriptors: Disabilities, Transitional Programs, Longitudinal Studies, Special Education
Burghardt, John; Haimson, Joshua; Lipscomb, Stephen; Liu, Albert Y.; Potter, Frank; Waits, Tiffany; Wang, Sheng – National Center for Education Evaluation and Regional Assistance, 2017
The National Longitudinal Transition Study 2012 (NLTS 2012) is the third in the series of NLTS studies sponsored by the U.S. Department of Education to examine youth with disabilities receiving services under the Individuals with Disabilities Education Act (IDEA), a long-standing federal law last updated in 2004. Under IDEA, youth with…
Descriptors: Longitudinal Studies, Disabilities, Transitional Programs, Special Education
Lipscomb, Stephen; Haimson, Joshua; Liu, Albert Y.; Burghardt, John; Johnson, David R.; Thurlow, Martha – National Center for Education Evaluation and Regional Assistance, 2017
It is widely recognized that the 12 percent of all youth in American public schools who have disabilities comprise a set of students with distinct capacities and needs. Federal legislation, including the most recent updates to the Individuals with Disabilities Education Act (IDEA) in 2004, identifies different disability groups and mandates that…
Descriptors: Disabilities, Transitional Programs, Longitudinal Studies, Special Education
Wei, Xin; Blackorby, Jose; Schiller, Ellen – Exceptional Children, 2011
Using data from the Special Education Elementary Longitudinal Study (SRI International, 2002), this study estimated reading growth trajectories in a nationally representative sample of 3,421 students with disabilities ages 7 to 17 representing 11 federal disability categories. Reading achievement in all disability categories increased with age,…
Descriptors: Visual Impairments, Multiple Disabilities, Mental Retardation, Learning Disabilities
Morrier, Michael J.; Gallagher, Peggy A. – Journal of Special Education, 2012
More than 67,000 preschoolers with disabilities across five states were examined for disproportionate special education eligibilities using risk ratios (RRs). Results indicated children classified as American Indian (RR = 2.25) and Black (RR = 1.64) were disproportionate in one state, whereas children classified as Asian, Hispanic, and White…
Descriptors: Special Education, Developmental Delays, American Indians, Language Impairments
Breslau, Naomi – 1982
Home interviews were given to 369 families of children (3-18 years old) with cystic fibrosis, cerebral palsy, myelodysplasia, and multiple physical handicaps to determine the impact of childhood disability on families. Results were compared with those of 465 control families who had one or more non-handicapped children in that age range. A cross…
Descriptors: Cerebral Palsy, Elementary Secondary Education, Emotional Adjustment, Family Relationship
