| Transition planning for students with intellectual disability, autism, or other disabilities: data from the national longitudinal transition study-2. | |
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MedLine Citation:
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PMID: 22316223 Owner: NLM Status: In-Data-Review |
Abstract/OtherAbstract:
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Abstract To compare the status of transition planning for students with intellectual disability, autism, or other disabilities, we used data from the National Longitudinal Transition Study-2, a federally funded, national study of the secondary and postschool experiences of students with disabilities. Results show that although transition planning had been conducted for the majority of students, few of them took a leadership role in their transition planning. Students with autism or intellectual disability were significantly less likely than students with other disabilities to take a leadership role. The majority of the active participants in transition planning were school-based personnel. We also found limited participation from other agencies/support persons (e.g., vocational rehabilitation). Students with autism or intellectual disability had more identified needs for support after school than did students with other disabilities. |
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Authors:
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Karrie A Shogren; Anthony J Plotner |
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Publication Detail:
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Type: Journal Article |
Journal Detail:
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Title: Intellectual and developmental disabilities Volume: 50 ISSN: 1934-9556 ISO Abbreviation: Intellect Dev Disabil Publication Date: 2012 Feb |
Date Detail:
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Created Date: 2012-02-09 Completed Date: - Revised Date: - |
Medline Journal Info:
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Nlm Unique ID: 101299965 Medline TA: Intellect Dev Disabil Country: United States |
Other Details:
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Languages: eng Pagination: 16-30 Citation Subset: IM |
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From MEDLINE®/PubMed®, a database of the U.S. National Library of Medicine
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