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

doi:10.1177/1540796920962423

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 journal › Article › peer-review

15 Scopus citations

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 language	English (US)
Pages (from-to)	256-270
Number of pages	15
Journal	Research and Practice for Persons with Severe Disabilities
Volume	45
Issue number	4
DOIs	https://doi.org/10.1177/1540796920962423
State	Published - 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.

Publisher Copyright:
© The Author(s) 2020.

Keywords

autism
intellectual disability
multiple disabilities
parents’ expectations
postsecondary education

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Publisher link

10.1177/1540796920962423

Find It

Find It at U of M Libraries

Cite this

Parents’ Postsecondary Education Expectations for Students with Autism, Intellectual Disability, and Multiple Disabilities: Findings From NLTS 2012. / Qian, Xueqin; Johnson, David R.; Wu, Yi Chen et al.
In: Research and Practice for Persons with Severe Disabilities, Vol. 45, No. 4, 01.12.2020, p. 256-270.

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

@article{4051d1b47e7f4be18f07665fd55b38ed,

title = "Parents{\textquoteright} Postsecondary Education Expectations for Students with Autism, Intellectual Disability, and Multiple Disabilities: Findings From NLTS 2012",

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{\textquoteright}s future education.",

keywords = "autism, intellectual disability, multiple disabilities, parents{\textquoteright} expectations, postsecondary education",

author = "Xueqin Qian and Johnson, \{David R.\} and Wu, \{Yi Chen\} and John LaVelle and Thurlow, \{Martha L.\} and Ernest Davenport",

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. Publisher Copyright: {\textcopyright} The Author(s) 2020.",

year = "2020",

month = dec,

day = "1",

doi = "10.1177/1540796920962423",

language = "English (US)",

volume = "45",

pages = "256--270",

journal = "Research and Practice for Persons with Severe Disabilities",

issn = "1540-7969",

publisher = "SAGE Publications Inc.",

number = "4",

}

TY - JOUR

T1 - Parents’ Postsecondary Education Expectations for Students with Autism, Intellectual Disability, and Multiple Disabilities

T2 - Findings From NLTS 2012

AU - Qian, Xueqin

AU - Johnson, David R.

AU - Wu, Yi Chen

AU - LaVelle, John

AU - Thurlow, Martha L.

AU - Davenport, Ernest

N1 - 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. Publisher Copyright: © The Author(s) 2020.

PY - 2020/12/1

Y1 - 2020/12/1

N2 - 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.

AB - 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.

KW - autism

KW - intellectual disability

KW - multiple disabilities

KW - parents’ expectations

KW - postsecondary education

UR - http://www.scopus.com/inward/record.url?scp=85092908603&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85092908603&partnerID=8YFLogxK

U2 - 10.1177/1540796920962423

DO - 10.1177/1540796920962423

M3 - Article

AN - SCOPUS:85092908603

SN - 1540-7969

VL - 45

SP - 256

EP - 270

JO - Research and Practice for Persons with Severe Disabilities

JF - Research and Practice for Persons with Severe Disabilities

IS - 4

ER -

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

Abstract

Bibliographical note

Keywords

UN SDGs

Publisher link

Find It

Other files and links

Fingerprint

Cite this