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Participation in Postsecondary Education of Young Adults with Learning Disabilities: Findings from NLTS2
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Cameto, Renee; Knokey, Anne-Marie; Sanford, Christopher – Learning Disabilities: A Multidisciplinary Journal, 2011
Using data from the National Longitudinal Transition Study-2, this article examines the postsecondary education participation of a nationally representative sample of young adults with learning disabilities who received services in secondary school under IDEA. The following points are discussed: 1) enrollment in postsecondary education and the…
Descriptors: Postsecondary Education, Learning Disabilities, Adolescents, Young Adults
Survey of Family Involvement in and Satisfaction with the Los Angeles Unified School District Special Education Processes
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Hernandez, Jaime E.; Harry, Beth; Newman, Lynn; Cameto, Renee – Journal of Special Education Leadership, 2008
The parent-school relationship for families of students with disabilities is clearly prescribed by law and is one of the main tenets of the Individuals with Disabilities Education Act (IDEA), 2004 (Newman, Cameto, & Hernandez, 2005). The measurement of this relationship presents a challenge in the context of what is meaningful participation,…
Descriptors: Parent School Relationship, Parent Participation, Family Involvement, Satisfaction
After High School: A First Look at the Postschool Experiences of Youth with Disabilities. A Report from the National Longitudinal Transition Study-2 (NLTS2)
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Wagner, Mary; Newman, Lynn; Cameto, Renee; Garza, Nicolle; Levine, Phyllis – Online Submission, 2005
Background: The transition from high school can be difficult for any youth, but it can be particularly difficult for youth with disabilities, who may encounter additional challenges to negotiating the transition to young adulthood. Purpose: To describe the experiences of youth with disabilities in the postsecondary education, employment,…
Descriptors: Special Education, Telephone Surveys, Visual Impairments, Postsecondary Education