Examining Economic Hardship, Transition Planning, Self-Determination, and Independent Living Skills for Transition-Aged Youth Using NLTS2012 (National Longitudinal Transition Study–2012)

• In Event: Frameworks for Inclusivity and Readiness in Special Education: Insights From Transition Planning and UDL (Universal Design for Learning) Implementation

Abstract

We will present a set of studies that focus on economic hardship (EH), transition planning, self-determination, and independent living skills (ILS) for transition-aged youth with and without disabilities through secondary data analysis of the National Longitudinal Transition Study-2012. We examined student characteristics including disability, race, and ethnicity using a nationally representative dataset. Results indicated that students with intellectual disability, emotional disturbance, and/or students of color had the highest levels of EH. There was not a relationship between transition planning and EH. There was a small inverse relationship between ILS and EH, as well as the self-determination components of autonomy and empowerment and EH. Results across the studies provide insights into student needs by characteristic within these topic areas.

Authors

• Allison Lombardi, University of Wisconsin - Madison

• Graham Gilbert Rifenbark, University of Connecticut

• Ashley Taconet, University of Kansas