Clarification: The summary point below that 22% to 38% of youth with
disabilities score 6 or more standard diviations below the mean on a
range of functional skills applies only to youth who were not eligible
to be assessed using the Woodcock Johnson III research version because
of significant cognitive or behavioral difficulty and were assessed
using a rating scale, the SIB-R.
Renee Cameto, NLTS2
Jane Falls wrote:
FW: Two new reports from the National Longitudinal Transition
Study-2
You may have already seen this but just in
case. Jane
Date: Wed, 16
Aug 2006 13:00:57
Subject: Two new reports from the National Longitudianl Transition
Study-2
Today the National Center for Special Education at the Institute for
Education Sciences (IES) is releasing two National Longitudinal
Transition Study-2 reports. Descriptions of both reports appear below.
The first is a full report on the results from the direct assessment of
secondary-aged youth. The second document is a fact sheet on in-school
experiences and outcomes for youth with learning disabilities. Both
reports are available at < file://www.nlts2.org
<file://www.nlts2.org> > www.nlts2.org <http://www.nlts2.org> . * The
12th report from the National Longitudinal Transition Study-2 (NLTS2)
is entitled, The Academic Achievement and Functional Performance of
Youth with Disabilities. NLTS2 includes a nationally representative
sample of more than 11,000 youth who were ages 13 through 16 and
receiving special education services in seventh grade or above in the
2000-2001 school year. This report discusses results from the direct
assessment of NLTS2 sample members when they were in the 16-18-year-old
age range. Some of the major findings of this report suggest that: 1.
By the time students reach secondary school, serious academic deficits
are evident, with 30% of youth with disabilities scoring two standard
deviations below the mean for the general population; 2. Low academic
achievement is pervasive across disability categories; 3. From 22% to
38% of youth with disabilities have rating scores on functional skills
(motor skills, social interaction and communication, personal living
skills, community living skills) that are more than six standard
deviations below the mean for youth in the general population,
suggesting that functional skills are extremely difficult or impossible
to complete for many youth with disabilities. * The Center is also
releasing a brief report from the National Longitudinal Transition
Study-2 entitled, Facts from NLTS2: General Education Participation and
Academic Performance of Students With Learning Disabilities. This
report focuses on youth, ages 14-18 classified as having learning
disabilities who were receiving special education services during the
2000-01 school year. Some of the major facts include the following: 1.
Most secondary students with learning disabilities (94%) take at least
one class in a general education setting in a given semester, with 80%
taking one or more academic course in a general education setting. 2.
Overall, about one-third (35%) of secondary students with learning
disabilities receive the standard general education curriculum used for
other students in their academic classes. However, more than half of
students with disabilities (52%) have teachers who report making “some
modifications” to the general education curriculum. 3. Teachers report
that 94% of students with learning disabilities receive some type of
accommodation or support to enhance their school performance. 4. Youth
with learning disabilities experience the greatest difficulty with
passage comprehension. N Nancy Reder Deputy Executive Director NASDSE
(703) 519-3800, ext. 334 [EMAIL PROTECTED] <
file://www.nasdse.org <file://\\www.nasdse.org\> >
www.nasdse.org <http://www.nasdse.org/>
Murna
C. Besel
Staff Assistant
Mountain Plains Regional Resource Center
1780 North Research Parkway No. 112
Logan, UT 84341
435-752-0238 Ext. 10
[EMAIL PROTECTED]
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