Author: Lynn Newman
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Parent expectations, deaf youth expectations, and transition goals as predictors of postsecondary education enrollment
This study used the NLTS2 data set to determine the effects of expectations and transition planning goals on the postsecondary education enrollment of deaf youth.
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National Picture of the Self-Determination Characteristics of Secondary School English Learners With Disabilities
We examined the self-determination of English learners with disabilities in secondary school, based on a secondary analysis of the National Longitudinal Transition Study 2012 (NLTS 2012).
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Life After College: Employment, Social, and Community Outcomes for Young Deaf Adults
The present study examined a broader set of outcomes for young deaf adults after postsecondary education.
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Effect of accessing supports on higher education persistence of students with disabilities
Evidence from propensity analyses indicated that students with disabilities who had accessed universally available and/or disability-related supports were significantly more likely to persist in their 2- or 4-year college programs.
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Postsecondary Education-Focused Transition Planning Experiences of English Learners With Disabilities
This study examined postschool expectations, transition planning experiences, and supports of a nationally representative sample of English learners with disabilities, based on secondary analysis of the National Longitudinal Transition Study (NLTS) 2012.
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Support Receipt: Effect on Postsecondary Success of Students With Learning Disabilities
Using propensity methods, this study examined the effect of disability-specific and universally available support receipt on the college perseverance and completion of students with LD.
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College and career readiness: Course taking of deaf and hard of hearing secondary school students
The present study focused on DHH students’ college and career readiness by investigating their opportunities in secondary school to acquire college and career skills.
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Course-Taking Effect on Postsecondary Enrollment of Deaf and Hard of Hearing Students
Data from the National Longitudinal Transition Study-2 were used to examine the effect of academic and career or technical education course-taking in high school on deaf or hard of hearing youth’s postsecondary enrollment.
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Vocational Education Course Taking and Post-High School Employment of Youth with Emotional Disturbances
Data from the National Longitudinal Transition Study–2 (NLTS2) were used to examine the patterns of career and technical education (CTE) course taking in high school by students receiving special education services for emotional disturbances (ED).
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Effect of Transition Planning on Postsecondary Support Receipt by Students with Disabilities
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.
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An Analysis of Factors Related to Receipt of Accommodations and Services by Postsecondary Students With Disabilities
A secondary analysis of the National Longitudinal Transition Study–2 examined the relationship between demographic, disability-related, secondary school preparation, and transition planning variables and receipt of accommodations at the postsecondary level for students with disabilities.
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Longitudinal Post-High School Outcomes of Young Adults with Learning Disabilities or Emotional/Behavioral Disorders
Using data from the National Longitudinal Transition Study (NLTS) and the National Longitudinal Transition Study-2 (NLTS2), this study compared the post-high school outcomes of young adults with learning disabilities (LD) or emotional/behavioral disorders (EBD) in 1990 and 2005.