最严重认知障碍学生的IEP/过渡规划参与：NLTS 2012的研究结果

IF 1.6 3区教育学 Q2 EDUCATION, SPECIAL

Career Development and Transition for Exceptional Individuals Pub Date : 2020-08-28 DOI:10.1177/2165143420952050

David R. Johnson, M. Thurlow, Yi-Chen Wu, J. LaVelle, Ernest C Davenport

{"title":"最严重认知障碍学生的IEP/过渡规划参与：NLTS 2012的研究结果","authors":"David R. Johnson, M. Thurlow, Yi-Chen Wu, J. LaVelle, Ernest C Davenport","doi":"10.1177/2165143420952050","DOIUrl":null,"url":null,"abstract":"This study used data from the National Longitudinal Transition Study 2012 (NLTS 2012) to explore the individualized education program (IEP)/transition planning participation and role of students with the most significant cognitive disabilities, compared to students with other disabilities. We viewed students with the most significant cognitive disabilities as those included in three disability categories—autism, intellectual disability, and multiple disabilities—who took an alternate assessment. The study also included an analysis of student’s participation in relation to their functional, communication, and self-advocacy skills, and student–teacher relationships. Although students with the most significant cognitive disabilities experienced greater limitations overall, students with other disabilities were experiencing similar challenges. Implications for practice were discussed from the lens of student engagement, self-determination, and student’s leadership role.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":"43 1","pages":"226 - 239"},"PeriodicalIF":1.6000,"publicationDate":"2020-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2165143420952050","citationCount":"11","resultStr":"{\"title\":\"IEP/Transition Planning Participation Among Students With the Most Significant Cognitive Disabilities: Findings From NLTS 2012\",\"authors\":\"David R. Johnson, M. Thurlow, Yi-Chen Wu, J. LaVelle, Ernest C Davenport\",\"doi\":\"10.1177/2165143420952050\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This study used data from the National Longitudinal Transition Study 2012 (NLTS 2012) to explore the individualized education program (IEP)/transition planning participation and role of students with the most significant cognitive disabilities, compared to students with other disabilities. We viewed students with the most significant cognitive disabilities as those included in three disability categories—autism, intellectual disability, and multiple disabilities—who took an alternate assessment. The study also included an analysis of student’s participation in relation to their functional, communication, and self-advocacy skills, and student–teacher relationships. Although students with the most significant cognitive disabilities experienced greater limitations overall, students with other disabilities were experiencing similar challenges. Implications for practice were discussed from the lens of student engagement, self-determination, and student’s leadership role.\",\"PeriodicalId\":47075,\"journal\":{\"name\":\"Career Development and Transition for Exceptional Individuals\",\"volume\":\"43 1\",\"pages\":\"226 - 239\"},\"PeriodicalIF\":1.6000,\"publicationDate\":\"2020-08-28\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1177/2165143420952050\",\"citationCount\":\"11\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Career Development and Transition for Exceptional Individuals\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1177/2165143420952050\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION, SPECIAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Career Development and Transition for Exceptional Individuals","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/2165143420952050","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}

引用次数: 11

摘要

本研究使用2012年国家纵向过渡研究(NLTS 2012)的数据，探讨了与其他残疾学生相比，认知障碍最严重的学生在个性化教育计划(IEP)/过渡计划中的参与和角色。我们将认知障碍最严重的学生视为包括在三种残疾类别中的学生——自闭症、智力残疾和多重残疾——他们接受了另一种评估。该研究还分析了学生的参与与他们的功能、沟通和自我宣传技能以及师生关系的关系。尽管认知障碍最严重的学生总体上受到了更大的限制，但其他障碍的学生也面临着类似的挑战。从学生参与、自我决定和学生领导角色的角度讨论了对实践的影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

IEP/Transition Planning Participation Among Students With the Most Significant Cognitive Disabilities: Findings From NLTS 2012

This study used data from the National Longitudinal Transition Study 2012 (NLTS 2012) to explore the individualized education program (IEP)/transition planning participation and role of students with the most significant cognitive disabilities, compared to students with other disabilities. We viewed students with the most significant cognitive disabilities as those included in three disability categories—autism, intellectual disability, and multiple disabilities—who took an alternate assessment. The study also included an analysis of student’s participation in relation to their functional, communication, and self-advocacy skills, and student–teacher relationships. Although students with the most significant cognitive disabilities experienced greater limitations overall, students with other disabilities were experiencing similar challenges. Implications for practice were discussed from the lens of student engagement, self-determination, and student’s leadership role.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

Career Development and Transition for Exceptional Individuals Multiple-

CiteScore

5.40

自引率

15.20%

发文量

期刊介绍： Career Development and Transition for Exceptional Individuals specializes in the fields of secondary education, transition, and career development for persons with documented disabilities and special needs. CDTEI focuses on the life roles of individuals as students, workers, consumers, family members, and citizens. Articles cover qualitative and quantitative research, scholarly reviews, and program descriptions and evaluations. Published by the Hammill Institute on Disabilities and SAGE in association with the Division on Career Development and Transition of The Council for Exceptional Children.