Youth and Parent Participation in Transition Planning in the U.S.A. Findings from the National Longitudinal Transition Study 2012 (NLTS 2012)

David R. Johnson, Martha L. Thurlow, Yi Chen Wu, Xueqin Qian, Ernest Davenport, Cynthia Matthias

Research output: Contribution to journalArticlepeer-review

1 Scopus citations

Abstract

The purpose of this study was to use data from the United States’ National Longitudinal Transition Study 2012 (NLTS 2012) to present descriptive information on youth and parent participation and youth’s role in required Individualized Education Program (IEP)/transition planning meetings by disability category and age groupings (14-22 year olds, 14-15 year olds, and 16-22 year olds). The study found that youth and parent attendance in IEP/transition planning meetings was high across disability categories, but the extent to which youth and parents met with teachers to discuss transition goals was much lower. Data from NLTS 2012 and a previous U.S. study, the National Longitudinal Transition Study 2 (NLTS2), were compared for youth’s participation with school staff in discussing transition goals. A significant decline in participation was found over the past decade. Logistic regression analyses illustrated differences in youth and parent participation and youth’s role by disability category.

Original languageEnglish (US)
Pages (from-to)61-73
Number of pages13
JournalJournal of International Special Needs Education
Volume25
Issue number2
DOIs
StatePublished - Dec 2022

Bibliographical note

Publisher Copyright:
Copyright © 2022 Division of International Special Education and Services.

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