The Postsecondary Educational Plans of Rural Youth With Disabilities and Their Nondisabled Peers

Weiss, Margaret P.; Hutchins, Bryan C.; Meece, Judith L.

doi:10.1177/2165143412450313

Cited by 5 publications

(2 citation statements)

References 32 publications

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“…Hitchings, Retish, and Horvath (2005) found that 77% of a sample of 110 high school sophomores with LDs expressed interest in attending college, but only four of them were enrolled in college preparatory classes. Moreover, Weiss, Hutchins, and Meece (2012) found that 79% of the students with LDs in their study reported wanting to continue their education after high school.…”

Section: The Consequences Of Rds and Mds In Adolescencementioning

confidence: 90%

Longitudinal Effects of Reading and/or Mathematical Difficulties: The Role of Special Education in Graduation From Upper Secondary Education

Holopainen

Hakkarainen

2019

J Learn Disabil

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This study explores the long-term effects of difficulties in reading and mathematical skills on educational achievement and successful graduation from secondary education as well as the role of special education in successful graduation. Study participants were all 16-year-old ninth graders from one Finnish city ( N = 595; 302 females, 293 males) who were followed for 5 years after completing compulsory education. Students’ reading and mathematical skills were measured at the end of compulsory education and their achieved grades in literacy and mathematics were received from their upper secondary schools. The overall results show that although part-time special education was available throughout both compulsory and upper secondary education, the negative longitudinal consequences of reading difficulties (RDs) and mathematical difficulties (MDs) on school achievement in literacy, mathematics, and rates of graduation can be seen. The regression path models were estimated separately for female and male students and show that among male students with RDs and MDs, the part-time special education that students received in Grades 7 to 9 was significantly related, but for Grades 10 to 11, this relationship is only significant among students with RDs. Moreover, low levels of school achievement in literacy among female students and in literacy and mathematics among male students significantly increased the likelihood of delayed graduation.

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Section: The Consequences Of Rds and Mds In Adolescencementioning

confidence: 90%

Longitudinal Effects of Reading and/or Mathematical Difficulties: The Role of Special Education in Graduation From Upper Secondary Education

Holopainen

Hakkarainen

2019

J Learn Disabil

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“…Moreover, by the end of their junior year, only one student was still taking such courses. Weiss, Hutchins, and Meece (2012) collected data on 3,138 juniors and seniors from 73 randomly selected high schools in 34 states. The authors found that 79% of the students with disabilities reported wanting to continue their education after high school, but these students were statistically less likely than their peers to be enrolled in college preparatory classes and more likely to be in vocational programs.…”

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confidence: 99%

Effect of Transition Planning on Postsecondary Support Receipt by Students With Disabilities

Newman

Madaus²,

Javitz

2016

Exceptional Children

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The authors of this article analyzed data from the National Longitudinal Transition Study-2 to determine the effect of receiving transition planning education and having a transition plan that specified needed postsecondary accommodations on the receipt of disability-specific services and generally available supports at the postsecondary level by students with disabilities. Propensity model analyses indicated that both variables significantly increased the odds that students with disabilities would receive disability-specific and generally available supports at 2-year institutions. In addition, students with transition plans specifying accommodations were more likely to receive disability-related supports at career and technical education (CTE) schools, and CTE students who had received transition planning education in high school were more likely to receive generally available supports. The results provide important implications for policy and practice, and a strong foundation for further exploration of the linkages between transition planning experiences and receipt of disability-specific and generally available supports at postsecondary schools.

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Implications of Workforce Innovation and Opportunity Act (WIOA) in Rural, Frontier, and Territory Communities

Fleming¹,

Ysasi

2017

Disability and Vocational Rehabilitation in Rural Settings

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The Postsecondary Educational Plans of Rural Youth With Disabilities and Their Nondisabled Peers

Cited by 5 publications

References 32 publications

Longitudinal Effects of Reading and/or Mathematical Difficulties: The Role of Special Education in Graduation From Upper Secondary Education

Longitudinal Effects of Reading and/or Mathematical Difficulties: The Role of Special Education in Graduation From Upper Secondary Education

Effect of Transition Planning on Postsecondary Support Receipt by Students With Disabilities

Implications of Workforce Innovation and Opportunity Act (WIOA) in Rural, Frontier, and Territory Communities

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