BlackorbyJ., HancockG. R., & SiegelS. (1993). Human capital and structural explanations of post-school success for youth with disabilities: A latent variable exploration of the National Longitudinal Transition Study.Menlo Park, CA: SRI International. doi: 10.1037/e601272011–001
2.
CametoR., & NagleK. (2007). Facts from NLTS2: Orientation and mobility skills of secondary school students with visual impairments.Menlo Park, CA: SRI International.
3.
CmarJ. (2015). Orientation and mobility skills and outcome expectations as predictors of employment for young adults with visual impairments. Journal of Visual Impairment & Blindness, 109(2), 95–106.
4.
FieldA. (2009). Discovering statistics using SPSS.Los Angeles, CA: Sage.
KlineP. (1994). An easy guide to factor analysis.London, UK: Routledge.
7.
NewmanL., WagnerM., KnokeyA.-M., MarderC., NagleK., ShaverD., … SchwartingM. (2011). The post-high school outcomes of young adults with disabilities up to 8 years after high school. A report from the National Longitudinal Transition Study-2 (NLTS-2) (NCSER 2011–3005). Menlo Park, CA: SRI International. Retrieved from http://www.nlts2.org/reports
8.
PogrundR., SewellD., AndersonH., CalaciL., Faith CowartM., GonzalezC., … Roberson-SmithB. (1995). Teaching age-appropriate purposeful skills: An orientation and mobility curriculum for students with visual impairments.Austin, TX: Texas School for the Blind and Visually Impaired.
9.
SRI International. (2000). National Longitudinal Transition Study-2 (NLTS-2): Study design, timeline and data collection plan.Menlo Park, CA: Author.
10.
ThompsonB. (2004). Exploratory and confirmatory factor analysis: Understanding concepts and applications.Washington, DC: American Psychological Association.
11.
WolffeK., & KellyS. M. (2011). Instruction in areas of the expanded core curriculum linked to transition outcomes for students with visual impairments. Journal of Visual Impairment & Blindness, 105(6) 340–349.