Transition Planning Involvement and Students with Intellectual Disability: Findings from the NLTS 2012

Abstract

Transition planning is an important element of special education. This study is a secondary data analysis of the National Longitudinal Transition Study 2012 (NLTS 2012) that examined parent, student, and adult service agency involvement in the transition process for secondary students with intellectual disability (ID). The NLTS 2012 is the third federal survey of secondary education, transition, and post-school life of students with disabilities. The researchers in this study found over 50% of the population responded favorably for transition meeting attendance for parents and students and student involvement in the transition process. They also found students’ daily living index was a statistically significant factor in six of the transition process dependent variables examined; student's locale factored little into the transition process.