David R. Johnson, Yi-Chen Wu, Martha L. Thurlow, and John M. LaVelle, University of Minnesota.
Intellect Dev Disabil. 2024 Aug 1;62(4):287-305. doi: 10.1352/1934-9556-62.4.287.
This study used data from the National Longitudinal Transition Study 2012 (NLTS 2012) to explore the future goal aspirations of students with extensive support needs who participate in alternate assessments, compared to other students with extensive support needs and to students with other disabilities. We examined students' individualized education program (IEP)/transition planning meeting experiences and postschool goals in relation to their functional, communication, and self-advocacy skills, as well as their school/community support. Students with other disabilities held higher expectations than all students with extensive support needs for future participation in postsecondary education, employment, independent living, and financial independence. All students had higher postschool goal expectations than their parents. Implications for supporting students with extensive support needs and directions for future research and practice are discussed.
本研究使用了来自 2012 年国家纵向过渡研究（NLTS 2012）的数据，旨在探讨参与替代评估的广泛支持需求学生的未来目标愿望，将其与其他广泛支持需求学生和其他残疾学生进行比较。我们研究了学生的个别化教育计划（IEP）/过渡规划会议经验以及与他们的功能、沟通和自我倡导技能以及学校/社区支持相关的毕业后目标。与所有广泛支持需求学生相比，其他残疾学生对未来参与高等教育、就业、独立生活和经济独立的期望更高。所有学生的毕业后目标期望都高于他们的父母。讨论了支持广泛支持需求学生的意义，并为未来的研究和实践提出了方向。
