Encyclopedia of Special Education, Volume 3: A Reference for the Education of Children, Adolescents, and Adults with Disabilities and Other Exceptional Individuals by unknow

Author:unknow
Language: eng
Format: epub
Publisher: John Wiley & Sons, Incorporated
Published: 2018-02-28T00:00:00+00:00

Data Sources

Sources of NLTS data include:

Parent/guardian interviews. In 1987 and 1990, parents/guardians of NLTS sample members completed a structured telephone interview that asked about family background and expectations for the youth, experiences with special education and other services, the youth’s educational attainment and employment experiences, and measures of social integration. Survey data were supplemented by in-person interviews with 442 parents in the 29 school districts with the largest telephone interview nonresponse rates.

Youth telephone interviews. In 1990, in conjunction with parent/guardian telephone interviews, interviews were conducted with youth whose parents reported they were able to respond to interview questions for themselves. Youth reported on their experiences with school, employment, friends and social activities, and selfexpectations.

“Exiter Substudy” parent/youth telephone interviews. This substudy followed up in 1989 on the post–high school experiences of youth who already were out of high school in 1987; high school exiters had been out of school from 2 to 4 years. Parents were interviewed about adult services youth had received and aspects of their functioning and independence. Youth who could respond to questions for themselves were interviewed regarding employment, postsecondary education, use of leisure time, and other experiences. If youth could not be interviewed, parents were questioned about these topics.

School record abstracts. School staff were asked to abstract information from sample members’ school records for either the 1985 to 1986 or 1986 to 1987 school year, whichever was the most recent, using recording forms provided by SRI. Information related to courses taken, grades achieved, classroom setting, support services received from the school, status at the end of the year, attendance, IQ test results, and experiences with minimum competency testing.

Secondary school transcripts. High school transcripts were sought for all sample members who attended secondary school after the 1986 to 1987 school year.

School program content forms. For students whose school programs were not recorded on transcripts, school program content forms were completed by teachers familiar with students’ programs. These were sought in 1990 for the most recent school year for all students who had been in secondary school at all since the 1986 to 1987 school year.

Student school program survey. For all students still in school in the 1990 to 1991 school year and for students leaving school in the 1988 to 1989 and 1989 to 1990 school years who were served in the disability categories of learning disability, speech/language impairment, emotional disturbance, or mental retardation—more than 90% of students receiving special education services—teachers were surveyed regarding their performance expectations for students and more detailed aspects of those students’ school programs.

Survey of secondary special education programs. Principals of schools youth attended in the 1986 to 1987 school year were surveyed for information about enrollment, staff, programs, and services offered to secondary students with disabilities, policies affecting special education programs and students, and community resources for persons with disabilities.

Substudy of youth participation in vocational rehabilitation (VR) (Wine, Hayward, & Wagner, 1993). This substudy combined NLTS data with VR records for sample members who had accessed VR services and those who had applied for but not received VR services.

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