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Transitioning Racial/Ethnic Minorities with Intellectual and Developmental Disabilities: Influence of Socioeconomic Status on Related Services

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Title: Transitioning Racial/Ethnic Minorities with Intellectual and Developmental Disabilities: Influence of Socioeconomic Status on Related Services
Language: English
Authors: Gary, Kelli W., Sima, Adam, Wehman, Paul, Johnson, Khalilah R.
Source: Career Development and Transition for Exceptional Individuals. Aug 2019 42(3):158-167.
Availability: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 10
Publication Date: 2019
Sponsoring Agency: National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR) (DHHS/ACL)
Department of Education (ED)
Contract Number: H133A100007
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: Minority Group Students, Ethnic Groups, Disabilities, Longitudinal Studies, Transitional Programs, Special Education, Students with Disabilities, Databases, Socioeconomic Status, Educational Attainment, Income, Lunch Programs, High School Students, Outcomes of Education, Predictor Variables, Occupational Therapy, Career Counseling, Assistive Technology, Intellectual Disability, Developmental Disabilities, Native Language, Language Usage, Family Environment, Gender Differences
Assessment and Survey Identifiers: National Longitudinal Transition Study of Special Education Students
DOI: 10.1177/2165143418778556
ISSN: 2165-1434
Abstract: Related services were examined for 1,400 racial/ethnic transitioning minorities enrolled in the National Longitudinal Transition Study--2 database after adjusting for demographic and socioeconomic variables. Propensity methods balanced minorities (32%) and nonminorities (68%) on demographic and socioeconomic factors. Logistic regressions determined predictors of each outcome while incorporating propensity scores and survey weights. Education and income influenced more service receipt; whereas, percentage of persons with free or reduced lunch and minorities in high school had lower service receipt. After incorporating propensity scores, differences between minorities and nonminorities attenuated for occupational therapy and career counseling and increased for assistive technology with no services reaching significance after adjustment. Complex analyses incorporating socioeconomic factors best determine differences between racial/ethnic transitioning minorities with intellectual and developmental disabilities.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1221667
Database: ERIC
FullText Text:
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  Data: Transitioning Racial/Ethnic Minorities with Intellectual and Developmental Disabilities: Influence of Socioeconomic Status on Related Services
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  Data: <searchLink fieldCode="AR" term="%22Gary%2C+Kelli+W%2E%22">Gary, Kelli W.</searchLink><br /><searchLink fieldCode="AR" term="%22Sima%2C+Adam%22">Sima, Adam</searchLink><br /><searchLink fieldCode="AR" term="%22Wehman%2C+Paul%22">Wehman, Paul</searchLink><br /><searchLink fieldCode="AR" term="%22Johnson%2C+Khalilah+R%2E%22">Johnson, Khalilah R.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Career+Development+and+Transition+for+Exceptional+Individuals%22"><i>Career Development and Transition for Exceptional Individuals</i></searchLink>. Aug 2019 42(3):158-167.
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  Data: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Data: National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR) (DHHS/ACL)<br />Department of Education (ED)
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  Data: 10.1177/2165143418778556
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  Data: 2165-1434
– Name: Abstract
  Label: Abstract
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  Data: Related services were examined for 1,400 racial/ethnic transitioning minorities enrolled in the National Longitudinal Transition Study--2 database after adjusting for demographic and socioeconomic variables. Propensity methods balanced minorities (32%) and nonminorities (68%) on demographic and socioeconomic factors. Logistic regressions determined predictors of each outcome while incorporating propensity scores and survey weights. Education and income influenced more service receipt; whereas, percentage of persons with free or reduced lunch and minorities in high school had lower service receipt. After incorporating propensity scores, differences between minorities and nonminorities attenuated for occupational therapy and career counseling and increased for assistive technology with no services reaching significance after adjustment. Complex analyses incorporating socioeconomic factors best determine differences between racial/ethnic transitioning minorities with intellectual and developmental disabilities.
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  Data: 2019
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  Data: EJ1221667
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        Value: 10.1177/2165143418778556
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      – Text: English
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      – SubjectFull: Minority Group Students
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      – SubjectFull: Ethnic Groups
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      – SubjectFull: Disabilities
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      – SubjectFull: Socioeconomic Status
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      – SubjectFull: Educational Attainment
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      – SubjectFull: Income
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      – SubjectFull: Lunch Programs
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      – TitleFull: Transitioning Racial/Ethnic Minorities with Intellectual and Developmental Disabilities: Influence of Socioeconomic Status on Related Services
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