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

David R. Johnson; Martha L. Thurlow; Yi Chen Wu; John M. LaVelle; Ernest C. Davenport

doi:10.1177/2165143420952050

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

David R. Johnson, Martha L. Thurlow, Yi Chen Wu, John M. LaVelle, Ernest C. Davenport

Research output: Contribution to journal › Article › peer-review

13 Scopus citations

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.

Original language	English (US)
Pages (from-to)	226-239
Number of pages	14
Journal	Career Development and Transition for Exceptional Individuals
Volume	43
Issue number	4
DOIs	https://doi.org/10.1177/2165143420952050
State	Published - Nov 1 2020

Bibliographical note

Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R324A180178 to the University of Minnesota. The opinions expressed are those of the authors and do not represent views of the Institute or U.S. Department of Education.

Publisher Copyright:
© Hammill Institute on Disabilities 2020.

Copyright:
Copyright 2020 Elsevier B.V., All rights reserved.

Keywords

autism
contexts
disability groups
disability groups
disability groups
high school
intellectual disability
multiple disabilities
transition area
transition assessment or planning

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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{\textquoteright}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{\textquoteright}s leadership role.",

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

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