Future Goal Aspirations of Students With the Most Significant Cognitive Disabilities: Findings From the National Longitudinal Transition Study 2012

• In Event: Sheraton Roundtable Session Nine
  In Roundtable Session: Narratives and Experiences of Life Beyond Secondary Education (Table 15)

Abstract

This study used data from the National Longitudinal Transition Study 2012 (NLTS 2012) to explore the future goal aspirations of students with the most significant cognitive disabilities (SCD), compared to students with other disabilities. We viewed students with the most significant SCD in three disability categories- autism, intellectual disability, and multiple disabilities- who took an alternate assessment. Student’s postschool goals were analyzed in relation to their functional, communication, and self-advocacy skills, and school and community agency support. Students with other disabilities held higher expectations than students with the most SCDs for future participation postsecondary education, employment, independent living, and financial independence. Differences in student-parent postschool goal expectations were also explored. Implications for future research and practice will be discussed.

Authors

• David R. Johnson, University of Minnesota
  Presenting Author

• Yi-Chen Wu, National Center on Educational Outcomes
  Presenting Author

• Martha L. Thurlow, University of Minnesota
  Presenting Author