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The Post-High School Outcomes of Young Adults With Disabilities up to 8 Years After High School
The Post-High School Outcomes of Young Adults With Disabilities up to 8 Years After High School
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Increasingly, researchers are contending that changes in the latter part of the 20th century and the early 21st century have prompted a reconsideration of the notion of adolescence (e.g., Fussell
and Furstenberg 2005)—a developmental stage encompassing the years between 11 and 18 (Hall1904)—being immediately followed by adulthood—a stage marked by “completion of schooling,
movement from the parental household, entrance into the labor force, formation of partnerships,and the onset of childbearing and parenting” (Furstenberg, Rumbaut, and Settersten 2005, p. 7).
They suggest that, among other social shifts, an increasing emphasis on postsecondary education and the growing struggles postadolescents face in becoming economically self-sufficient elongate or postpone the transitions usually associated with adulthood. Recognizing this reality, a growing body of research is focusing on the period of “early adulthood,” ages 18 through 34 (Furstenberg, Rumbaut, and Settersten 2005), as distinct from adolescence and full adulthood (e.g., Arnett 2001;
Arnett 2002). The John T. and Catherine D. MacArthur Foundation Research Network on Transitions to Adulthood and Public Policy recently assembled an extensive collection of analyses
of the social forces shaping the early adult period and the experiences that characterize it (Settersten, Furstenberg, and Rumbaut 2005). After reviewing the available data, however, the authors concluded that a need remains to “pioneer research efforts aimed at understanding the new frontiers of early adult life” (Settersten, Furstenberg, and Rumbaut 2005, p. 7).
The National Longitudinal Transition Study-2 (NLTS2) funded by the National Center for Special Education Research at the Institute of Education Sciences, U.S. Department of Education, provides a unique source of information to help in developing an understanding of the experiences of secondary school students with disabilities nationally as they go through their early adult years.
NLTS2 addresses questions about youth with disabilities in transition by providing information over a 10-year period about a nationally representative sample of secondary school students with
disabilities who were 13 to 16 years old and receiving special education services in grade 7 or above, under the Individuals With Disabilities Education Act (IDEA) in the 2000–01 school year.
NLTS2 findings generalize to youth with disabilities nationally and to youth in each of the 12 federal special education disability categories in use for students in the NLTS2 age range. The
study was designed to collect data on sample members from multiple sources in five waves, beginning in 2001 and ending in 2009.
and Furstenberg 2005)—a developmental stage encompassing the years between 11 and 18 (Hall1904)—being immediately followed by adulthood—a stage marked by “completion of schooling,
movement from the parental household, entrance into the labor force, formation of partnerships,and the onset of childbearing and parenting” (Furstenberg, Rumbaut, and Settersten 2005, p. 7).
They suggest that, among other social shifts, an increasing emphasis on postsecondary education and the growing struggles postadolescents face in becoming economically self-sufficient elongate or postpone the transitions usually associated with adulthood. Recognizing this reality, a growing body of research is focusing on the period of “early adulthood,” ages 18 through 34 (Furstenberg, Rumbaut, and Settersten 2005), as distinct from adolescence and full adulthood (e.g., Arnett 2001;
Arnett 2002). The John T. and Catherine D. MacArthur Foundation Research Network on Transitions to Adulthood and Public Policy recently assembled an extensive collection of analyses
of the social forces shaping the early adult period and the experiences that characterize it (Settersten, Furstenberg, and Rumbaut 2005). After reviewing the available data, however, the authors concluded that a need remains to “pioneer research efforts aimed at understanding the new frontiers of early adult life” (Settersten, Furstenberg, and Rumbaut 2005, p. 7).
The National Longitudinal Transition Study-2 (NLTS2) funded by the National Center for Special Education Research at the Institute of Education Sciences, U.S. Department of Education, provides a unique source of information to help in developing an understanding of the experiences of secondary school students with disabilities nationally as they go through their early adult years.
NLTS2 addresses questions about youth with disabilities in transition by providing information over a 10-year period about a nationally representative sample of secondary school students with
disabilities who were 13 to 16 years old and receiving special education services in grade 7 or above, under the Individuals With Disabilities Education Act (IDEA) in the 2000–01 school year.
NLTS2 findings generalize to youth with disabilities nationally and to youth in each of the 12 federal special education disability categories in use for students in the NLTS2 age range. The
study was designed to collect data on sample members from multiple sources in five waves, beginning in 2001 and ending in 2009.
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