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Secondary Education: A Follow-Along Study of Students with Disabilities in Transition in New South Wales.

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Title: Secondary Education: A Follow-Along Study of Students with Disabilities in Transition in New South Wales.
Language: English
Authors: Riches, Vivienne, Macquarie Univ., North Ryde (Australia). School of Education.
Peer Reviewed: N
Page Count: 97
Publication Date: 1993
Intended Audience: Administrators; Policymakers; Practitioners
Document Type: Reports - Research
Reports - Evaluative
Descriptors: Curriculum, Disabilities, Education Work Relationship, Employment, Followup Studies, Foreign Countries, Graduate Surveys, High School Graduates, High Schools, Mental Retardation, Outcomes of Education, Program Effectiveness, Special Classes, Special Education, Special Schools, Transitional Programs, Vocational Education
Geographic Terms: Australia
ISBN: 978-0-85837-851-3
Abstract: This report summarizes results obtained for the first cohort of students (n=98) with disabilities involved in the pilot Transition Project begun in 1989 in New South Wales (Australia). Students were in either special schools (56 percent), special classes in regular high schools (40 percent), or integrated regular settings (3.5 percent). Of the students, 87 percent had intellectual disabilities, 9 percent physical disabilities, 3 percent multiple disabilities, and 1 percent sensory disabilities. Interviews were held 1 to 2 years after leaving school with 57 of the students, of whom two-thirds were male. High school education had focused on functional curriculum areas stressing community-based instruction, with 84 percent of interviewed students having been involved in vocational training. This training occupied from 40 to 80 percent of instruction time during the students' last year in school. Half the sample was employed at the time of follow up. Fifteen (26 percent) were at home without occupation or further education and training prospects. Severity of disability, especially intellectual, was associated with likelihood of being employed in full-time competitive employment. Students (61 percent) who had been assisted in transition to either postsecondary education or employment had better overall outcomes. Poorest outcomes were for youth who aged out or dropped out. Recommendations stress the special needs of youth with high support needs. (Contains 92 references.) (DB)
Entry Date: 1993
Accession Number: ED358627
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED358627
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PubType: Report
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  Data: Secondary Education: A Follow-Along Study of Students with Disabilities in Transition in New South Wales.
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  Data: English
– Name: Author
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  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Riches%2C+Vivienne%22">Riches, Vivienne</searchLink><br /><searchLink fieldCode="AR" term="%22Macquarie+Univ%2E%2C+North+Ryde+%28Australia%29%2E+School+of+Education%2E%22">Macquarie Univ., North Ryde (Australia). School of Education.</searchLink>
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 97
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 1993
– Name: Audience
  Label: Intended Audience
  Group: Audnce
  Data: Administrators; Policymakers; Practitioners
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Reports - Research<br />Reports - Evaluative
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Disabilities%22">Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Education+Work+Relationship%22">Education Work Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Employment%22">Employment</searchLink><br /><searchLink fieldCode="DE" term="%22Followup+Studies%22">Followup Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+Surveys%22">Graduate Surveys</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Graduates%22">High School Graduates</searchLink><br /><searchLink fieldCode="DE" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Mental+Retardation%22">Mental Retardation</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Classes%22">Special Classes</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education%22">Special Education</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Schools%22">Special Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Transitional+Programs%22">Transitional Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Vocational+Education%22">Vocational Education</searchLink>
– Name: Subject
  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
– Name: ISBN
  Label: ISBN
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  Data: 978-0-85837-851-3
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This report summarizes results obtained for the first cohort of students (n=98) with disabilities involved in the pilot Transition Project begun in 1989 in New South Wales (Australia). Students were in either special schools (56 percent), special classes in regular high schools (40 percent), or integrated regular settings (3.5 percent). Of the students, 87 percent had intellectual disabilities, 9 percent physical disabilities, 3 percent multiple disabilities, and 1 percent sensory disabilities. Interviews were held 1 to 2 years after leaving school with 57 of the students, of whom two-thirds were male. High school education had focused on functional curriculum areas stressing community-based instruction, with 84 percent of interviewed students having been involved in vocational training. This training occupied from 40 to 80 percent of instruction time during the students' last year in school. Half the sample was employed at the time of follow up. Fifteen (26 percent) were at home without occupation or further education and training prospects. Severity of disability, especially intellectual, was associated with likelihood of being employed in full-time competitive employment. Students (61 percent) who had been assisted in transition to either postsecondary education or employment had better overall outcomes. Poorest outcomes were for youth who aged out or dropped out. Recommendations stress the special needs of youth with high support needs. (Contains 92 references.) (DB)
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 1993
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED358627
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED358627
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 97
    Subjects:
      – SubjectFull: Curriculum
        Type: general
      – SubjectFull: Disabilities
        Type: general
      – SubjectFull: Education Work Relationship
        Type: general
      – SubjectFull: Employment
        Type: general
      – SubjectFull: Followup Studies
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Graduate Surveys
        Type: general
      – SubjectFull: High School Graduates
        Type: general
      – SubjectFull: High Schools
        Type: general
      – SubjectFull: Mental Retardation
        Type: general
      – SubjectFull: Outcomes of Education
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Special Classes
        Type: general
      – SubjectFull: Special Education
        Type: general
      – SubjectFull: Special Schools
        Type: general
      – SubjectFull: Transitional Programs
        Type: general
      – SubjectFull: Vocational Education
        Type: general
      – SubjectFull: Australia
        Type: general
    Titles:
      – TitleFull: Secondary Education: A Follow-Along Study of Students with Disabilities in Transition in New South Wales.
        Type: main
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          Name:
            NameFull: Macquarie Univ., North Ryde (Australia). School of Education.
      – PersonEntity:
          Name:
            NameFull: Riches, Vivienne
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            – D: 01
              M: 02
              Type: published
              Y: 1993
          Identifiers:
            – Type: isbn-print
              Value: 978-0-85837-851-3
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