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Exploring the Relationship Between I...

Friday, Katharine O'Neil.

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Exploring the Relationship Between Inclusion and the Secondary School Outcomes of Transition-Age Youth with Moderate to Severe Disabilities.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Exploring the Relationship Between Inclusion and the Secondary School Outcomes of Transition-Age Youth with Moderate to Severe Disabilities./
Author:	Friday, Katharine O'Neil.
Description:	138 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.
Contained By:	Dissertation Abstracts International76-08A(E).
Subject:	Special education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3687753
ISBN:	9781321656565

Exploring the Relationship Between Inclusion and the Secondary School Outcomes of Transition-Age Youth with Moderate to Severe Disabilities.
Friday, Katharine O'Neil.

Exploring the Relationship Between Inclusion and the Secondary School Outcomes of Transition-Age Youth with Moderate to Severe Disabilities. - 138 p.

Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.

Thesis (Ed.D.)--The George Washington University, 2015.

This item must not be sold to any third party vendors.

Despite an increased focus on inclusion of students with disabilities in the general education classroom, there is still little research regarding the relationship between inclusion and outcomes for certain subgroups, such as transition age youth who participate in alternate assessments. This study conducted a secondary analysis of a subset of the National Longitudinal Transition Study-2 (NLTS-2) and utilized Pearson's Product Moment Correlation and Chi Square test of Independence to examine the relationship between inclusion and in-school outcomes such of academic achievement, social interaction with peers, graduation, and graduation with a diploma for the participant group. Relationships between inclusion and academic and social outcomes for the participant group, as well as how the student characteristic subgroups of gender, race/ethnicity, and low-income status influenced outcomes within the participant group were examined. The analysis found some significant correlations that suggest further exploration. First, in the analysis of inclusion and academic achievement there was a significant but weak correlation between inclusion and academic achievement for Hispanic or Latino transition-age youth with moderate to severe disabilities. Second, in the analysis of inclusion and social outcomes there was a significant relationship for both female youth with moderate to severe disabilities and low-income youth with disabilities. Third, in the analysis of inclusion and graduation there was a significant relationship for the sample as a whole as well as for the student characteristic subgroups of Hispanic or Latino transition age youth with moderate to severe disabilities and low-income youth with moderate to severe disabilities. Finally, in the analysis of inclusion and graduation with a diploma there was a significant relationship for sample as a whole. Despite limitations in the sample and method of analysis the findings suggest possible relationships between inclusion and students with moderate to severe disabilities and some outcome measures. Recommendations for future research as well as policy and practice are discussed.

ISBN: 9781321656565Subjects--Topical Terms:

516693
Special education.

Exploring the Relationship Between Inclusion and the Secondary School Outcomes of Transition-Age Youth with Moderate to Severe Disabilities.
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100 1 $a Friday, Katharine O'Neil. $3 3176501
245 1 0 $a Exploring the Relationship Between Inclusion and the Secondary School Outcomes of Transition-Age Youth with Moderate to Severe Disabilities.
300 $a 138 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.
500 $a Includes supplementary digital materials.
500 $a Adviser: Elisabeth Rice.
502 $a Thesis (Ed.D.)--The George Washington University, 2015.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a Despite an increased focus on inclusion of students with disabilities in the general education classroom, there is still little research regarding the relationship between inclusion and outcomes for certain subgroups, such as transition age youth who participate in alternate assessments. This study conducted a secondary analysis of a subset of the National Longitudinal Transition Study-2 (NLTS-2) and utilized Pearson's Product Moment Correlation and Chi Square test of Independence to examine the relationship between inclusion and in-school outcomes such of academic achievement, social interaction with peers, graduation, and graduation with a diploma for the participant group. Relationships between inclusion and academic and social outcomes for the participant group, as well as how the student characteristic subgroups of gender, race/ethnicity, and low-income status influenced outcomes within the participant group were examined. The analysis found some significant correlations that suggest further exploration. First, in the analysis of inclusion and academic achievement there was a significant but weak correlation between inclusion and academic achievement for Hispanic or Latino transition-age youth with moderate to severe disabilities. Second, in the analysis of inclusion and social outcomes there was a significant relationship for both female youth with moderate to severe disabilities and low-income youth with disabilities. Third, in the analysis of inclusion and graduation there was a significant relationship for the sample as a whole as well as for the student characteristic subgroups of Hispanic or Latino transition age youth with moderate to severe disabilities and low-income youth with moderate to severe disabilities. Finally, in the analysis of inclusion and graduation with a diploma there was a significant relationship for sample as a whole. Despite limitations in the sample and method of analysis the findings suggest possible relationships between inclusion and students with moderate to severe disabilities and some outcome measures. Recommendations for future research as well as policy and practice are discussed.
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