Causal Effects of Inclusion on Postsecondary Education Outcomes of Individuals With High-Incidence Disabilities

• In Event: Issues in Disability

Abstract

Using data from the National Longitudinal Transition Study-2 (NLST-2) results of a propensity score analysis revealed significant causal effects for inclusive placement in high school on postsecondary education outcomes for adolescents with learning disabilities or emotional-behavior disorders two years after high school completion. Students earning 80% or more of their academic credits in general education settings (inclusive placement) were twice as likely to enroll and persist in postsecondary education as students receiving fewer credits in inclusive classroom settings. These findings extend results of past descriptive and correlational studies by detecting a direct causal link between and inclusion and postsecondary education.

Authors

• In Heok Lee, University of Georgia

• Jay W. Rojewski, University of Georgia

• Noel Gregg, University of Georgia