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A large-scale study by Mathematica Policy Research finds that over the past decade (2003–2012), high school youth participating in special education became more engaged in school and increased their use of school supports. Both are outcomes encouraged by the
most recent federal legislation supporting students with disabilities, known as the Individuals with Disabilities Education Act (IDEA 2004). At the same time, these youth, required under IDEA to have an individualized education program (IEP), are less likely
than in the past to take some key steps to prepare for their transition to adult life. Among students with an IEP, youth with emotional disturbance or an intellectual disability experienced more positive changes over the past decade than youth in other disability
groups.
The report, “Preparing for Life after High School: The Characteristics
and Experiences of Youth in Special Education, Volume 3: Comparisons Over Time,” released today by the Institute of Education Sciences, presents new information on trends in the characteristics and experiences of youth in special education across the country.
It is the third report from the National Longitudinal Transition Study 2012
(NLTS 2012).
Read the fact sheet and
learn more about the study.
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