Parents’ Postsecondary Education Expectations for Students with Autism, Intellectual Disability, and Multiple Disabilities: Findings From NLTS 2012

Xueqin Qian, David R. Johnson, Yi Chen Wu, John LaVelle, Martha L. Thurlow, Ernest Davenport

Research output: Contribution to journalArticlepeer-review

Abstract

This study uses data from the National Longitudinal Transition Study 2012 to examine predictors at the individual, family, and school levels associated with parental expectations toward postsecondary education among students with significant support needs, including those with autism spectrum disorder, intellectual disability, and multiple disabilities. Consistent with previous studies, chi-square tests revealed a positive relation between socioeconomic status such as household income or parental education level and parental expectations. Logistic regression analyses showed that whether parents have a college degree and whether students have participated in college entrance or advanced placement tests are factors that are positively associated with parental expectations toward children’s future education.

Original languageEnglish (US)
Pages (from-to)256-270
Number of pages15
JournalResearch and Practice for Persons with Severe Disabilities
Volume45
Issue number4
DOIs
StatePublished - Dec 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: This research was supported by grant from the U.S. Department of Education, Institute of Education Sciences (#R324A180178). Points of view or opinions do not therefore necessarily represent those of U.S. Department of Education.

Keywords

  • autism
  • intellectual disability
  • multiple disabilities
  • parents’ expectations
  • postsecondary education

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