In
te
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n
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a
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rn
al
o
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v
al
u
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t
i
on
a
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arc
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in
Ed
u
c
ation
(
IJERE
)
V
o
l.7,
N
o.3,
S
eptem
b
er
2
01
8
,
pp. 176~
1
8
1
IS
S
N
: 2252-
88
22
D
O
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: 10.
1
1
591
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jere
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3
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140
19
176
Jou
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me
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:
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tp:
//i
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score
.
com
/
j
o
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na
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s
/
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n
d
e
x
.
p
hp/IJ
ERE
/
Predictors of Educational Ou
t
co
mes of Students with M
ultiple
Disabilities: Results
from a Nati
o
nal St
udy
Kym
b
er
l
y
B
owl
e
n,
Kristen
Osini
a
k
,
Ty
l
e
r
Syms, Karen
H.
L
a
r
w
in
De
p
a
rtme
nt
o
f S
c
ho
o
l
P
syc
h
olog
y, You
ng
sto
w
n
S
t
a
t
e
Un
iv
e
r
si
ty
,
U
n
ite
d
State
s
o
f A
m
e
r
ica
Art
i
cl
e In
fo
ABSTRACT
A
r
tic
le hist
o
r
y
:
R
e
ce
i
v
e
d
Jun 26,
2018
Re
vise
d Ju
l 1
3
,
201
8
Ac
ce
p
t
ed
Au
g
2
6
,
2
018
P
a
r
ents,
si
b
l
i
n
gs,
a
nd
pe
e
r
s
have
a
n
i
m
m
easura
b
l
e
e
ffe
c
t
on
sh
api
ng
chi
l
dren
i
nt
o
w
ho
the
y
b
e
c
o
m
e
a
s
i
nd
i
v
i
d
u
a
ls.
Ma
n
y
f
a
c
t
o
rs,
suc
h
a
s
one’s
r
ela
t
i
ons
hi
ps
w
ith
t
he
s
e
i
n
d
i
v
i
d
ua
l
s
,
ma
y
have
l
as
t
i
ng
ef
f
ect
s
on
t
h
e
e
duca
t
i
ona
l
a
n
d
v
o
ca
t
i
o
n
al
o
u
t
com
e
s
of
c
hi
ldre
n
w
ho
ha
ve
mu
l
t
ip
l
e
d
i
s
ab
ili
ti
e
s
.
Th
e
p
u
r
p
o
s
e
of
t
h
e
p
re
se
nt
s
tu
dy
i
s
to
in
ves
tiga
t
e
t
h
e
r
e
lat
i
ons
h
i
ps
o
f
c
h
ildre
n
w
i
t
h
m
ult
i
pl
e
d
i
sa
bi
l
it
ies,
a
s
well
as
t
heir
p
er
cept
i
o
n
s
reg
a
r
d
ing
t
h
eir
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d
u
c
at
i
ona
l
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pe
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c
es
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o
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m
i
n
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t
h
e
effec
t
s
t
h
es
e
fact
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m
a
y
ha
ve
o
n
t
h
eir
f
u
ture
ou
tc
ome
s
. The goa
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o
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t
he p
r
e
sen
t
st
u
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deter
m
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n
e h
o
w
p
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en
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ay
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c
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n
w
ith
m
ul
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p
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disa
b
ili
t
i
e
s
du
ring
trans
i
t
i
on
a
n
d
voca
tio
na
l
pro
g
ram
s
,
as
w
e
l
l
as
t
he
ir
o
u
t
c
o
m
e
s
i
n
life
bey
o
nd f
o
rm
al sch
oo
l
i
n
g
.
K
eyw
ord
:
Ed
uca
t
i
ona
l Ex
pe
rie
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ce
Life
B
e
y
o
n
d
F
o
r
m
a
l
S
c
hooli
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g
Re
lat
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ons
h
i
p B
e
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ee
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h
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l
dre
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w
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M
ult
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p
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D
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sab
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li
ties
Tra
n
si
t
i
on
A
n
d
V
o
c
a
ti
ona
l
Pr
o
g
r
a
m
s
Co
pyri
gh
t © 2
018 In
stit
u
t
e
of Advanced
En
gi
neeri
n
g
an
d
Scien
ce.
All
rights
res
e
rv
ed.
Corres
pon
d
i
n
g
Au
th
or:
K
a
r
e
n H
. Larwin,
D
e
pa
rtme
nt
o
f
S
c
hoo
l P
s
ych
o
l
o
gy,
Y
o
u
ngs
tow
n
S
tate
U
n
i
vers
i
t
y
,
U
ni
te
d
S
t
ate
s
o
f A
m
e
r
ica
Em
ail;
khla
r
w
i
n@
ysu.
edu
1.
I
N
TR
OD
U
C
TI
O
N
T
h
o
u
g
h
t
h
e
r
e
m
a
y
b
e
d
i
f
f
i
c
u
l
t
i
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s
a
s
s
o
c
i
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d
w
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a
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g
a
c
h
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l
d
w
i
th
m
ult
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p
l
e
d
isa
b
i
lit
ie
s,
r
esea
rch
has
i
n
d
i
ca
t
e
d
tha
t
t
he
s
ib
l
i
n
g
s
of
t
he
se
i
n
d
i
v
i
d
ua
l
s
c
om
monl
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a
v
e
po
si
tiv
e
re
l
a
ti
on
s
h
ip
w
it
h
t
h
em
[
1
]
.
Spe
c
ifica
l
l
y
,
sibl
in
gs
o
f
ch
i
l
dren
w
ith
m
ul
ti
p
l
e
d
i
sa
bi
lit
i
e
s
w
ere
f
o
und
t
o
b
e
mo
re
h
el
p
f
u
l
a
n
d
mat
e
rn
al
tow
a
rd
t
he
ir s
i
b
l
i
ng w
h
en c
o
m
pa
red t
o
t
he
ir relat
io
nshi
ps w
i
t
h
t
y
pica
lly de
v
e
l
op
ing
sib
l
in
gs
[
1].
Rese
a
r
c
h
has
in
dic
a
t
e
d
t
h
at
pos
i
tive
s
i
bl
i
n
g
re
l
a
t
i
o
n
sh
i
p
s
po
s
i
t
i
ve
l
y
i
m
p
ac
t
t
h
e
d
eve
l
opm
en
t
of
c
h
i
ldre
n
a
n
d
tha
t
t
he
se
rela
tio
ns
hips
f
os
ter
ap
pro
p
r
i
a
t
e
ide
n
t
i
t
y
d
e
v
e
l
o
p
m
e
n
t
[
2].
R
o
l
e
-reversal
i
s
someti
m
e
s
found
i
n
such
s
ibling
rela
tio
ns
hips,
w
h
e
r
ein
t
h
e
y
o
unge
r,
t
yp
i
c
a
l
l
y
d
eve
l
o
p
i
n
g
s
i
b
lin
g
ass
u
me
s
t
h
e
rol
e
o
f
t
h
e
ol
de
r
s
i
bl
in
g
wh
en
in
t
e
rac
t
i
ng
w
i
th
t
he
c
h
i
l
d
t
ha
t
ha
s
m
u
lt
ip
le
d
isa
b
i
lit
ies
[2].
Despi
t
e
co
nce
r
ns
r
elate
d
t
o
ro
le-r
ever
sa
l,
c
hi
ldre
n
w
ith
t
he
m
ult
i
p
l
e
d
i
s
ab
i
l
i
ties
stil
l
fee
l
s
l
ove
d
a
n
d
c
a
re
d
for
b
y
th
ei
r
y
oung
e
r
,
t
y
pi
c
a
l
l
y
d
e
v
el
op
ing
s
i
bl
i
n
g
[2
].
A
d
d
iti
ona
l
l
y
,
pos
i
tive
peer
r
ela
t
i
o
n
s
h
i
ps
p
r
o
v
i
de
s
oc
ia
l
s
upp
or
t
s
t
o
c
h
i
l
dre
n
a
s
w
e
l
l
,
w
h
i
c
h
ma
y
se
rve
as
pro
t
ec
ti
ve
f
ac
t
o
rs
f
or
c
h
i
l
d
re
n
w
i
t
h
m
ult
i
p
l
e
d
isab
i
lit
ies
[3].
O
n
e
s
tu
dy
f
oun
d
th
at
s
tu
d
e
nt
s
wi
th
m
u
l
t
i
p
l
e
di
sa
b
ili
t
i
e
s
d
e
m
ons
trated
p
o
s
iti
ve
r
a
t
i
n
gs
o
f
se
lf-
c
o
n
ce
p
t
a
n
d
s
e
l
f
-p
e
r
c
e
p
tio
n
s
t
houg
h
t
h
ey
p
e
r
sist
e
n
t
l
y
p
e
rfo
rme
d
poorl
y
o
n
me
a
s
u
r
es
o
f
ach
i
e
v
e
me
n
t
,
wh
i
c
h
in
di
cat
e
th
a
t
t
h
is
p
opu
la
ti
o
n
m
ay
d
em
ons
tr
ate
“
a
n
overe
s
t
im
a
t
i
o
n
of
t
he
i
r
ca
p
ab
i
lit
ies a
n
d a
n
un
d
ere
s
tim
at
io
n of
the
tas
k
”
[4]
.
A
s
p
re
vi
ous
ly
i
n
d
i
cat
e
d
,
t
h
e
nee
d
s
an
d
r
e
la
ti
o
n
shi
p
s
of
s
tude
n
t
s
wi
th
d
isa
b
i
lit
i
e
s
a
r
e
co
mp
l
e
x
,
a
nd
t
h
e
co
mpl
e
x
ity
o
f
n
e
ed
s
i
s
e
x
a
ce
rb
a
t
ed
w
h
e
n
a
c
h
il
d
ha
s
mu
lt
i
p
l
e
disa
b
i
l
i
t
i
e
s.
F
ort
una
te
ly,
rese
arc
h
h
a
s
in
dic
a
t
e
d
tha
t
s
t
ude
n
t
s
w
ith
m
ult
i
pl
e
disab
i
li
ties
h
a
ve
p
r
e
vi
ou
s
l
y
re
p
o
rte
d
f
ee
li
n
g
c
a
r
ed
a
bo
ut
by
othe
rs
a
nd
expe
r
i
enc
i
ng
di
ffic
ul
t
y
w
i
t
h
sc
hoo
l
t
o
a
d
e
g
ree
t
h
a
t
i
s
sim
i
la
r
t
o
t
h
ei
r
t
y
p
i
cal
l
y
d
ev
e
l
op
i
n
g
p
eers
[5
].
Ed
uca
t
ors
m
u
s
t
f
i
n
d
w
a
y
s
t
o
hi
g
h
l
i
gh
t
t
h
e
i
r
st
ude
n
t
s’
a
b
i
li
ties
a
n
d
p
ro
vi
d
e
o
pp
ort
u
nit
i
es
f
or
t
hese
s
t
u
d
e
nt
s
to
enha
nc
e
the
i
r
self-
p
erc
e
pt
io
n
s
;
t
h
is
m
ay
s
e
r
ve
t
o
inc
r
ea
se
t
he
li
ke
li
h
o
o
d
t
ha
t
t
h
ese
s
t
ud
e
n
ts
w
i
ll
e
xper
i
enc
e
succe
ss
i
n
the
i
r
a
dult
li
ves,
p
a
r
t
i
cu
larl
y
i
n
t
he
c
on
te
xt
o
f
tr
a
n
s
iti
o
n
p
r
ogram
s.
F
or
e
xam
p
l
e
,
a
cas
e
st
u
d
y
Evaluation Warning : The document was created with Spire.PDF for Python.
IJERE
I
S
S
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:
2252-
88
22
Pred
ict
o
rs o
f
E
duc
a
t
i
o
nal O
u
tc
om
es o
f
S
t
ude
nts wi
t
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Mu
lt
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bil
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s:
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t
s .
.
. (Ka
r
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.
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a
rw
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)
17
7
reve
ale
d
t
ha
t
ma
st
e
r
y
o
f
s
i
m
ple
h
o
u
se
ho
ld
t
as
ks
c
a
n
h
a
v
e
profo
u
n
d
,
la
st
i
ng
e
f
fe
ct
s
on
t
he
life
of
a
c
hi
ld
w
i
t
h
mult
i
p
le
d
isa
b
il
iti
es
[
6].
By
c
omple
t
in
g
c
hores
a
t
hom
e,
a
n
in
d
iv
idua
l
w
i
th
c
omorb
i
d
S
p
i
n
a
Bi
fi
d
a
a
n
d
in
t
e
l
l
e
c
t
u
a
l
dis
abi
lit
ies i
n
cr
ea
se
d h
i
s self-
d
et
erm
i
nat
i
o
n
a
n
d
im
prove
d
hi
s
rela
ti
on
sh
ip
w
ith
h
is
f
at
her
.
B
e
y
ond
i
n
c
reasi
n
g
chi
l
d
re
n’s
se
l
f
-p
e
r
ce
pti
o
n
s
,
t
h
ere
a
r
e
a
d
di
t
i
ona
l
f
actors
t
o
c
o
n
si
der
w
h
en
a
sse
ssing
pot
en
ti
al
e
d
u
c
ati
ona
l
out
c
o
mes
fo
r
in
div
i
du
al
s
wi
t
h
m
u
lti
ple
disa
b
ili
t
i
e
s
.
Janse
n
,
va
n
de
r
P
u
tt
e
n
,
and
V
l
as
kam
p
[
7]
i
n
v
es
ti
ga
t
e
d
pa
re
nt
s’
f
ee
lin
gs
a
bo
u
t
t
he
s
u
p
p
o
rt
t
he
i
r
c
hil
d
re
n—m
a
n
y
o
f
w
h
om
s
u
f
fe
red
from
p
ro
fo
u
n
d
inte
l
l
ec
tua
l
a
nd
m
ult
i
p
l
e
d
i
sab
i
l
ities
—
re
ceive
d
o
uts
i
de
t
he
h
ome
.
A
lt
hou
gh
m
o
s
t
p
a
re
nts
repor
t
e
d
sat
i
s
f
ac
t
i
o
n
w
it
h
t
h
e
se
rvices
p
r
o
v
i
de
d
to
t
he
ir
c
hi
ld
by
sc
h
o
o
l
p
e
r
s
o
n
n
e
l
o
r
thro
ug
h
r
e
late
d
pro
g
ra
ms,
the
a
u
t
h
ors
no
te
d
t
h
a
t
c
erta
in
a
re
as
o
f
su
ppor
t
w
e
r
e
lack
in
g.
F
i
r
st,
the
r
e
sea
r
cher
s
disc
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w
h
er
ein
pa
ren
t
s’
pos
iti
ve
f
e
e
lin
gs
f
or
t
he
l
eve
l
o
f
supp
o
r
t
t
he
ir
c
hi
l
d
ren
re
ceive
d
dec
r
ea
sed
as
t
h
e
c
hild
age
d
,
w
h
ich
ma
y
i
n
dic
a
te
t
he
n
ee
d
for
an
i
n
c
re
ased
f
ocus
on
the
s
erv
i
ce
s
re
ceive
d
b
y
o
ld
e
r
s
tu
de
n
t
s.
N
ext,
the
po
ore
s
t
sa
tisfa
c
t
i
o
n
am
o
n
g
pare
nts
f
o
r
the
c
a
te
gor
y
of
c
oor
d
i
na
te
d
and
c
o
m
p
re
he
n
s
ive
ca
re
f
or
bot
h
t
h
e
chi
l
d
a
n
d
t
he
f
am
ily,
wh
ic
h
m
a
y
in
d
i
c
a
t
es
a
n
ee
d
for
ser
v
i
c
e
pr
ov
i
d
ers
to
f
a
c
i
lita
te
a
nd
incr
ease
c
o
lla
bora
tio
n
w
ith
p
are
n
ts
t
o
ensure
pos
i
t
i
v
e
outc
o
me
s for
this
p
o
p
u
la
tio
n.
Re
ce
nt
f
in
din
g
s
i
nd
ica
t
e
tha
t
t
he
c
hi
ldre
n
of
p
a
r
en
ts
w
h
o
a
re
a
c
tive
p
a
rtic
ipa
n
ts
i
n
t
h
eir
c
h
il
d’s
spec
ia
l
e
d
uca
t
i
ona
l
pro
g
ra
m
m
ing
ar
e
incr
e
a
si
ng
l
y
s
erve
d
i
n
g
e
n
e
ra
l
ed
uca
t
ion
se
tti
n
g
s
w
it
h
sup
p
o
rt
s
[8]
,
w
h
ic
h
i
n
d
i
ca
te
s
t
h
a
t
p
are
n
tal
in
v
o
l
v
em
en
t
p
o
s
iti
ve
ly
i
mpa
c
ts
s
e
rv
i
c
e
s
a
nd
o
p
p
o
r
t
u
nit
i
e
s
to
f
o
r
t
hi
s
popu
l
a
t
i
o
n
to
b
e
serv
e
d
w
it
h
the
i
r
t
y
pi
c
a
lly
d
eve
l
o
p
i
n
g
pe
ers.
T
he
a
u
t
h
o
rs
n
o
t
e
d
t
h
a
t
“
s
ocia
l
a
nd
em
oti
ona
l
gro
w
th
i
s
als
o
f
ac
i
l
i
t
a
t
e
d
b
y
t
i
m
e
s
pe
nt
w
i
t
h
n
on-
di
sa
b
l
e
d
s
tu
de
nt
s
w
h
os
e
a
b
i
l
ities
a
nd
ma
t
u
r
a
t
i
on
ar
e
w
i
de-r
ang
i
ng”
[
8].
To
r
ec
eive
s
pe
cial
e
duca
t
i
on
service
s
,
sc
h
o
o
l
-
b
ase
d
t
eam
s
m
u
st
e
v
a
l
uate
s
tude
n
t
s
w
i
t
h
d
isa
b
i
lit
ies
to
deter
m
i
n
e
the
i
r
ed
uc
at
iona
l
ne
e
d
f
or
s
pecia
l
l
y
d
esi
gne
d
i
n
s
t
ruc
ti
on
.
Thi
s
p
ro
ce
ss
i
n
v
o
lv
es
d
et
e
r
mi
ni
ng
w
h
i
ch
di
sa
b
ili
t
y
c
a
t
e
gor
y
be
s
t
f
i
t
s
the
s
t
ude
n
t
i
n
que
st
io
n.
A
ltho
u
g
h
“
la
bel
i
n
g”
a
s
t
u
den
t
a
ppe
ars
i
n
t
u
i
tiv
e
an
d
lo
gic
a
l,
t
he
p
ro
ce
ss
i
s
m
a
y
be
h
i
n
dere
d
d
u
e
t
o
a
“
one
s
ize
f
its
a
l
l
”
me
nt
a
lit
y.
R
esea
rche
rs
h
ave
fo
u
nd
tha
t
t
h
e
pro
v
is
ion
o
f
s
up
p
o
rts
a
n
d
se
r
v
i
c
es
p
ro
vi
de
d
to
s
t
ude
n
t
s
v
a
ry
b
y
l
a
b
e
l
,
as
w
e
l
l
supp
o
r
ts
a
nd
s
ervi
ce
s
amo
n
g
st
u
d
e
nt
s
w
i
t
h
t
h
e
s
ame
l
a
b
e
l
[
9
].
I
n
a
study
i
nv
ol
v
i
ng
i
nt
erv
i
ew
s
w
i
th
2
2
s
t
u
d
e
n
ts,
fa
milie
s,
a
nd
e
d
uc
at
ors,
rese
arc
h
ers
fo
u
n
d
tha
t
s
tude
n
t
s
m
o
st
c
om
mo
nl
y
u
s
e
d
p
e
r
so
n-firs
t
l
an
g
u
a
g
e
(i.e.
,
“
a
stude
nt
w
ith
a
d
isa
b
i
l
i
t
y”)
rathe
r
t
ha
n
d
i
s
a
bi
l
i
t
y
-f
irst
(
i.e,
“
a
disab
l
e
d
s
t
u
den
t
”)
,
w
h
ile
p
are
n
ts
w
e
r
e
equa
l
l
y
d
i
v
i
de
d
o
n
t
heir
u
se
o
f
p
e
rson
-fi
rst
and
d
i
sabi
l
i
ty
-f
i
r
st
l
an
gu
ag
e,
a
n
d
t
ea
ch
e
r
s
p
r
i
m
ar
ily
u
se
d
di
sab
i
li
ty-firs
t
lan
g
u
age
[1
0]
.
Th
i
s
in
dic
a
t
e
s
t
h
a
t
e
duc
a
t
ors
m
a
y
v
i
ew
t
he
ir
s
t
u
den
t
s
base
d
o
n
t
h
e
s
up
por
t
s
a
nd
s
erv
i
ce
s
t
h
ey
p
r
o
v
i
de
t
o
t
h
em
,
w
h
i
l
e
stu
d
e
n
ts
m
ay
v
iew
the
i
r
pe
ers
as
s
im
i
l
a
r
t
o
the
m
,
w
h
i
c
h
m
ay
i
nt
ern
a
l
l
y
su
ppo
rt
t
h
ei
r i
d
ent
ity
de
v
el
op
me
nt
.
Re
gardi
n
g
sc
h
o
o
l
-
a
ge
d
isa
b
il
it
y
ser
v
ic
e
de
l
i
ve
r
y
,
st
u
d
e
n
t
s
a
re
se
rviced
a
nd
pro
t
ecte
d
(
a
n
d
l
o
ca
l
educ
a
t
i
o
na
l
a
g
e
n
cie
s
a
re
g
o
v
e
rne
d
)
b
y
t
he
I
nd
i
v
id
ua
ls
w
i
t
h
D
i
sa
bi
li
ties
Ed
uc
at
i
o
n
A
c
t
of 20
04
(I
D
E
A).
U
pon
trans
i
t
i
on
i
n
g
o
u
t
of
s
e
c
o
n
d
ar
y
e
d
ucat
i
on,
t
h
e
A
mericans
w
ith
D
i
sabilities
Act
of
1990
(ADA)
o
r
d
ers
the
s
e
lf-
ide
n
tif
i
c
at
i
on
from
stude
n
t
s
[11,
12]
.
The
sh
ift
i
n
r
e
s
po
ns
i
b
i
l
i
ty
a
nd
a
c
c
ou
nt
a
b
i
lit
y
f
r
o
m
s
c
h
oo
l
-
b
a
sed
t
e
ams
for
sc
ho
o
l
-
a
ge
s
e
r
vices
t
o
i
n
di
vid
u
a
l
s
w
i
t
h
d
i
s
a
b
ili
t
i
e
s
i
n
t
o
a
du
lth
o
o
d
m
a
y
be
a
d
e
t
e
rring
f
a
c
t
or
f
or
s
tude
n
t
s
w
ith
d
isa
b
il
it
ie
s
in
a
t
t
e
n
d
i
n
g
p
os
tseco
n
d
a
r
y
ins
t
i
t
u
t
i
o
ns,
desp
i
t
e
t
h
e
le
gal
pr
o
t
e
c
t
i
ons
o
f
i
n
di
v
i
d
u
a
l
s
w
i
t
h
di
sa
b
ili
t
i
e
s
p
r
ovi
de
d
t
h
ro
ug
h
the
S
ect
io
n
5
0
4
o
f
th
e
Re
ha
b
i
l
i
ta
tio
n
A
c
t
of
1
9
73.
B
a
r
nar
d
-
B
r
a
k
an
d
co
lle
ague
s
[1
2]
e
n
d
eav
or
e
d
t
o
ide
n
t
i
fy
i
f
ne
ga
t
i
ve
a
t
t
i
t
u
d
es
t
ow
ards
r
e
que
s
tin
g
se
rvice
s
i
n
pos
t
s
e
c
on
dary
i
nst
i
t
u
t
i
on
s
w
o
u
l
d dec
r
ea
se w
i
t
h t
h
e
pr
o
v
is
io
n
o
f
o
ne-on
-
one
i
n
t
er
v
e
n
t
i
ons f
or st
u
den
t
s, and fo
u
nd th
at inte
r
ven
t
i
o
n
s
w
it
h
an
e
d
u
ca
t
i
o
n
a
l
c
om
po
ne
nt
d
e
c
r
ea
sed
st
u
d
en
ts’
ne
g
a
t
i
ve
a
tt
itu
des
a
n
d
in
c
r
ea
se
d
t
h
e
nu
mb
er
o
f
st
ud
en
t
s
w
ho
attem
p
t
e
d
p
o
stsec
o
n
d
ary
e
duc
at
i
ona
l
pr
o
g
ram
m
i
ng.
T
hus,
pro
v
i
d
i
n
g
i
n
ter
v
e
n
tio
n
s
f
or
s
t
ude
n
t
s
w
i
th
d
i
s
a
b
i
l
i
t
i
e
s
w
h
o
a
r
e
t
r
a
n
s
i
t
i
o
n
i
n
g
,
e
s
p
e
c
i
a
l
l
y
f
o
r
t
h
o
s
e
w
i
t
h
m
u
l
t
i
ple
di
s
a
bi
l
i
t
i
es,
prepa
r
es
s
tude
n
t
s
f
o
r
the
in
de
pen
d
e
n
t,
d
ail
y
l
i
v
i
n
g
ski
l
l
s
t
hat
a
r
e
ne
ce
ssa
r
y
i
nde
pe
nde
n
t
ly
m
a
n
a
g
e
the
i
r
pr
ovis
i
on
of
s
erv
i
ce
s
an
d
sup
por
t
s
i
n
t
o
a
d
u
lth
o
od.
F
e
dera
l
law
m
a
nda
t
e
s
t
h
at
s
t
ude
n
t
s
w
i
th
d
isa
b
i
l
i
t
i
e
s
ar
e
t
o
b
e
pro
v
i
de
d
w
i
t
h
t
ra
ns
i
t
i
o
n
serv
ic
es,
w
h
ic
h
a
r
e
i
d
e
n
t
i
fie
d
a
nd
s
u
pp
orte
d
thr
oug
h
a
stu
d
e
n
ts’
i
n
d
i
vi
du
a
l
e
duca
t
i
on
pro
g
r
a
m
(IEP
s
)
that
a
t
t
e
m
pt
t
o
prepa
r
e
t
h
em
f
or
a
n
d
t
r
a
n
s
it
i
on
int
o
p
o
s
t
-
se
con
d
ar
y
e
d
uc
ati
o
n
a
n
d
a
d
u
l
t
ho
od
[13]
.
Tra
n
sit
i
on
se
r
v
ic
es
a
r
e
requ
ire
d
t
o
be
p
ro
vide
d
t
o
s
tu
de
nts
b
y
a
g
e
1
6
in
m
ost
sta
t
e
s
,
b
u
t
m
an
y
sc
ho
o
l
s
a
r
e
a
tte
m
p
tin
g
to
d
o
so
by
a
g
e
14, w
hic
h
i
s sh
ow
n t
o
r
e
s
u
l
t in h
i
g
he
r rates of em
p
lo
ym
en
t
for
th
is
p
o
p
u
l
a
t
i
on.
B
ec
ause of the
se
ve
ri
ty of an
d
com
p
le
x
na
tur
e
o
f
nee
d
s
th
a
t
s
tu
de
n
t
s
w
i
th
m
ul
tip
le
d
i
s
a
b
i
l
i
t
i
e
s
po
sse
ss,
e
arl
y
t
ransi
t
i
on
p
ro
g
r
a
m
s
ma
y
prom
p
t
p
r
o
mis
i
ng
ou
tc
om
es
f
or
t
he
ir
s
oc
ia
l
a
nd
v
o
c
a
t
i
o
n
a
l
suc
c
e
s
s
.
T
o
p
r
e
d
i
c
t
h
o
w
l
i
k
e
l
y
a
s
t
u
d
e
n
t
w
i
l
l
succe
e
d
w
ith
in
a
t
r
a
nsit
io
n
p
r
ogram
,
certai
n
f
ac
tors
m
a
y
b
e
a
n
a
l
y
z
e
d
.
O
f
t
en
ti
mes
,
o
ne’s
l
ev
el
o
f
i
n
c
l
usi
o
n
w
ithi
n
g
e
n
era
l
e
duca
t
io
n
cur
r
ic
ul
um
a
nd
se
t
tin
g,
one’s
a
mo
un
t
o
f
c
a
re
er
o
r
techn
i
ca
l
ed
u
cati
o
n
trai
n
i
n
g
and
cre
d
en
tia
ls,
a
n
d
o
n
e’
s
in
vol
vem
e
nt
i
n
w
o
rk-stu
d
y
p
ro
gra
m
s
are
h
ig
h
l
y
corr
elate
d
w
i
t
h
p
o
st-sec
o
ndar
y
educ
a
t
i
o
na
l
o
u
t
com
e
s
for
s
t
u
d
en
ts
w
ith
d
is
abi
lit
ies
[1
4].
H
i
g
h
de
gree
s
of
g
e
n
era
l
e
d
u
c
a
t
i
o
n
inc
l
usio
n
a
n
d
ca
ree
r
o
r
t
e
ch
n
i
cal
t
r
a
in
ing
a
r
e
relate
d
to
posi
t
i
v
e
trans
i
tio
n
outc
o
m
e
s,
w
her
eas
o
n
e
’s
i
nv
o
l
ve
me
n
t
i
n
w
o
rk-
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
IJERE
V
ol
.
7,
N
o.
3,
S
eptem
b
er
20
18 :
1
7
6
– 181
17
8
stud
y
pr
ogram
s
ar
e
ne
ga
t
i
ve
ly
r
ela
t
e
d
t
o
su
c
cessful
t
ra
ns
it
io
n.
A
dd
i
t
iona
lly,
s
t
u
d
e
n
t
ou
t
c
o
m
es
a
re
e
nh
anc
e
d
w
h
en
t
e
a
c
h
ers pr
o
v
ide
i
n
st
r
u
c
tio
n
usin
g tr
an
siti
o
n
pla
n
n
i
n
g
cur
r
i
c
u
l
a
[
1
5
]
.
In
a
dd
iti
o
n
t
o
sup
p
o
rts
pr
ov
ide
d
i
n
t
h
e
c
o
nte
x
ts
o
f
t
h
e
hom
e
an
d
t
h
e
sc
ho
o
l
,
lo
ng
i
t
ud
i
n
al
r
esea
rch
rega
rdi
ng
tra
n
siti
o
n
p
r
o
g
r
am
s
for
i
n
d
i
v
i
dua
ls
w
it
h
mul
t
i
p
l
e
dis
a
b
ili
ties
ha
s
sug
g
e
s
ted
t
h
e
nee
d
f
or
s
u
p
p
o
rt
w
ithi
n
the
c
o
m
m
unit
y
se
t
t
i
n
g
for the
se
s
t
u
de
nt
s
t
o
s
ucc
e
e
d
[1
6
]
.
I
n
o
rde
r
to prepa
r
e grad
ua
ti
ng
se
n
ior
s
for
the
w
o
rk
f
or
ce,
P
roje
c
t
S
EA
R
C
H
w
a
s
de
vel
o
p
e
d.
J
ob
re
t
e
n
t
i
on
ra
t
e
s
a
nd
e
m
p
l
o
ym
ent
outcomes
w
e
re
h
igher
for
th
ose
e
m
p
l
oy
e
d
t
hro
u
g
h
S
E
A
R
CH
-part
n
e
r
ed
bus
i
n
esses
t
h
a
n
b
usi
n
es
se
s
t
h
at
w
ere
no
t
pa
rt
o
f
the
progr
am
,
w
h
ic
h
i
n
di
c
a
te
s
t
h
at
c
om
mun
i
t
y
s
u
ppor
t
is
e
ssen
tia
l
to
t
he
e
duc
a
tio
na
l
a
nd
v
o
c
a
tio
na
l
s
u
c
cess
of
i
nd
i
v
i
d
ua
ls
w
ith
m
u
l
t
i
p
l
e
d
i
s
ab
i
lit
ies
w
h
o
pa
r
t
i
c
ipa
t
e
i
n
t
r
a
ns
i
t
i
on
pr
o
g
r
a
m
s
[
16]
;
[
17]
;
[
1
8
].
H
ow
eve
r
,
ot
her
rese
arc
h
ers
have
f
o
und
t
h
at
w
h
i
l
e
s
u
p
p
o
rte
d
e
mpl
o
y
m
ent
p
r
o
g
ram
s
f
or
i
n
d
iv
id
u
a
ls
w
ith
d
e
v
e
l
opm
en
ta
l
d
i
sa
bi
lit
ies,
P
r
oj
e
c
t
S
E
A
RCH
p
ar
tic
ipa
t
i
on,
w
hi
c
h
i
s
t
a
ilor
e
d
direc
t
l
y
t
o
the
u
n
i
que
n
e
e
d
s
o
f
t
h
is
p
op
u
l
at
ion,
r
e
s
u
lte
d
i
n
hi
ghe
r
c
o
mpe
n
sa
t
i
o
n
a
nd
re
te
nt
ion
r
a
tes
i
n
t
he
w
ork
f
orc
e
[
19].
Th
e
afo
r
e
m
en
t
i
on
e
d
l
it
erat
u
r
e
il
lu
st
rate
s
t
h
e
impor
ta
nce
of
p
o
s
it
i
v
e
r
e
lat
i
o
n
sh
ips
a
nd
f
o
u
n
d
a
t
i
ona
l
w
o
rk
a
n
d
l
i
fe
s
ki
lls
t
ha
t
are
ne
ce
ssa
r
y
t
o
p
repa
re
in
div
i
dua
ls
w
i
t
h
m
u
lt
i
p
l
e
d
i
s
a
b
i
l
itie
s
for
tr
an
siti
o
n
p
r
ogram
s.
I
t
i
s
e
s
s
e
n
t
i
a
l
t
o
a
d
d
r
e
s
s
t
h
e
s
e
f
a
c
t
o
r
s
a
c
r
o
s
s
a
l
l
set
tin
gs:
hom
e
,
s
choo
l,
a
nd
com
m
uni
t
y
,
a
s
w
e
l
l
as
e
nl
i
s
t
loca
l
b
u
sine
s
s
e
s
a
nd
c
o
m
m
uni
ty
a
genc
ie
s
and
orga
niza
t
i
o
n
s
t
o
s
u
p
p
o
rt
posi
t
i
ve
o
u
t
c
o
me
s
for
stu
d
e
n
ts
w
i
t
h
m
u
lti
p
l
e
d
i
sa
bil
i
t
i
e
s
.
The
pr
ese
n
t
st
ud
y
r
e
sea
r
ch
attem
p
t
s
t
o
i
n
ves
t
i
g
a
t
e
t
h
e
fo
llow
i
n
g
c
om
po
ne
nt
s
as
p
re
di
c
t
or
s
of
s
t
u
de
n
t
s’
e
du
ca
tio
na
l
o
u
t
com
e
s:
t
he
rela
tio
ns
hips
o
f
stu
d
e
n
t
s
w
it
h
m
u
l
tip
le
d
isa
b
il
it
i
e
s,
t
he
e
ffec
t
i
v
e
n
e
s
s
of
h
o
m
e
a
n
d
scho
ol
p
ra
c
t
i
c
es
,
an
d
th
e
fe
el
ings
o
f
t
h
ose
d
i
re
ct
ly
i
n
v
o
l
ved
w
i
th
t
he
se
f
ac
tors.
It
i
s
h
y
p
o
t
hes
i
ze
d
t
h
at
t
here
w
ill
be
a
c
orre
l
a
t
i
o
n
betw
ee
n
the
a
m
oun
t
o
f
tim
e
st
ude
n
t
s
w
i
t
h
m
ulti
pl
e
d
i
sab
i
l
i
t
i
es
s
p
en
d
ta
l
k
in
g
a
b
out
s
c
h
oo
l
w
i
th
t
he
i
r
p
are
n
ts
a
n
d
th
ei
r
d
e
si
re
t
o
at
t
e
nd
c
o
l
l
e
g
e
.
Next
,
i
t
i
s
h
y
pot
h
e
si
z
e
d
th
at
a
p
erc
e
iv
ed
c
a
r
i
ng
pa
re
nt
r
ela
t
i
o
nshi
p
w
i
ll
resul
t
i
n
st
ude
nt
s
ha
v
i
ng
a
st
ron
g
e
r
d
e
s
i
r
e
t
o
a
t
t
en
d
c
o
lleg
e
.
F
i
nal
l
y
,
i
t
i
s
hy
pot
he
si
ze
d
tha
t
t
he
c
hi
ldr
e
n
o
f
pare
n
t
s
w
ith
h
ighe
r le
vels o
f
educa
tio
n w
ill
m
o
re
l
i
k
e
l
y
t
o
w
an
t
to
a
tt
en
d pos
t-sec
o
n
d
ary
p
r
ogram
m
i
ng.
2.
RESEARCH
M
ETH
O
D
The
da
ta
u
se
d
for
th
is
r
esea
rch
was
gathere
d
from
t
h
e
unrestric
ted
A
d
H
e
a
l
t
h
S
urve
y
da
ta
.
The
tota
l
sam
p
l
e
c
o
n
sist
ed
o
f
4
6
0
re
spon
de
nts
(n
=
4
6
0
),
w
hic
h
c
onsis
ted
o
f
b
o
t
h
p
a
rents
a
n
d
s
t
ud
e
n
ts.
F
o
r
the
p
u
rp
os
e
of
t
he
p
rese
nt
s
tu
dy,
o
nly
pa
rt
ici
p
a
n
t
s
w
ho
ide
n
tif
i
e
d
them
se
lv
e
s
a
s
h
a
vi
ng
m
u
ltip
l
e
d
i
s
abi
l
iti
es
w
e
r
e
selec
t
e
d
;
t
h
is
r
esu
lte
d
in
1
1
p
a
rtic
ipa
n
ts
(
n
=
1
1
)
.
T
o
pro
v
i
d
e
a
c
om
paris
o
n
grou
p,
a
s
trati
f
ied
ra
nd
om
s
am
ple
of
3
3
par
tic
i
p
ant
s
(
n
=
3
3
)
w
a
s
se
l
e
c
t
e
d
.
Bi
as
w
it
h
i
n
t
h
e
sa
mple
was
re
d
u
ced
t
h
r
o
ugh
t
h
e
u
s
e
o
f
s
t
r
a
t
ifi
e
d
rand
om
s
am
pli
ng,
w
h
i
c
h
a
ls
o
pr
o
v
i
d
e
d
a
r
epr
e
sen
t
at
i
v
e
sa
m
p
le.
A
ll
da
ta
w
e
r
e
de
al
t
w
ith
e
q
u
a
l
l
y
w
i
t
hou
t
deferen
c
e
t
o
a
ny specific
group.
Tw
o
varia
b
le
s
w
e
re
c
olla
ps
ed
i
n
t
o
fact
ors,
t
he
f
ir
st
o
f
w
h
ic
h
i
nvo
lv
ed
h
ow
o
fte
n
t
he
s
t
u
de
n
t
s
di
sc
usse
d
sc
ho
ol
-
r
ela
t
e
d
i
ss
u
e
s
w
ith
t
heir
p
ar
ent(s).
The
se
con
d
fa
c
t
or
w
as
c
re
ated
b
y
co
ll
aps
i
ng
m
u
lti
pl
e
varia
b
l
e
s
w
a
s
conce
r
ned
w
i
t
h
t
he
q
ua
l
i
t
y
o
f
the
rela
t
i
o
n
s
hip
be
t
w
ee
n
th
e
p
a
rent
(s
)
a
n
d
th
e
chi
l
d
.
T
a
b
l
e
1
in
dic
a
t
e
s e
ach
o
f
the
i
n
d
i
vi
d
u
a
l
varia
b
le
s
i
n
c
l
u
d
e
d
in t
h
e
firs
t co
lla
pse
d
f
a
c
t
or,
t
e
rm
ed S
c
h
ool Discus
s
ion.
Ta
b
l
e
1.
Co
l
la
pse
d
V
a
r
iable S
c
hoo
l D
i
sc
uss
i
o
n
S
c
hool
D
is
c
u
s
s
ion
S
1
6
Q
1
7
H
RES
M
OM-
T
AL
K
E
D
S
C
H
-
GRAD
ES
-
W
1
S
1
6
Q
1
7
I
RES
M
O
M-
W
O
RK
ED
S
CH
-
P
R
O
J
E
C
T
-
W
1
S16Q
17J
R
E
S
M
OM
-T
AL
KE
D SC
H-
O
T
HER
-
W
1
S16Q
18H
R
E
S
DAD
-T
AL
KE
D SCH
-
G
R
A
D
ES
-
W
1
S
1
6
Q
1
8
I
RES
DA
D-
WO
RKE
D
S
CH
-
P
ROJ
E
C
T
-
W
1
S
1
6
Q
1
8
J
RES
D
A
D
-
T
AL
K
E
D S
C
H-
O
T
HE
R-
W1
The
S
c
h
o
o
l
D
i
scuss
i
o
n
fac
t
or
c
rea
t
e
d
b
y
ta
kin
g
t
he
s
um
o
f
the
r
es
po
nse
s
a
c
r
oss
t
h
e
ite
m
lis
ted
i
n
Ta
bl
e
1
.
T
a
b
l
e
2
i
n
d
i
cat
e
s
e
ach
o
f
th
e
i
ndi
vi
du
a
l
v
a
r
i
a
bl
es
i
n
c
l
ude
d
in
t
h
e
s
ec
on
d
c
o
l
l
a
p
se
d
fa
c
t
or,
te
rm
ed
P
a
rent Rela
tio
nsh
i
p.
Ta
ble
2.
C
olla
pse
d
V
ar
i
a
bl
e
P
a
re
nt
R
ela
t
ionsh
i
p
P
a
r
e
nt
Re
l
a
tionship
S
18Q1
M
O
M
-
WAR
M
A
N
D
L
O
V
ING-W1
S
18Q4
M
O
M
-
GOO
D C
O
M
M
U
N
I
C
A
T
I
ON
-W
1
S
18Q5
M
O
M
-
GOO
D R
E
L
A
T
I
O
N
S
H
IP-W1
S1
8
Q
2
3
DAD
-
W
AR
M A
N
D
LOVI
NG-
W
1
S1
8
Q
2
4
DAD
-
G
O
OD
CO
MM
U
N
I
C
AT
I
O
N
-
W1
S1
8
Q
2
5
DAD
-
G
O
OD
RE
L
A
TI
O
N
S
HI
P
-
W1
Evaluation Warning : The document was created with Spire.PDF for Python.
IJERE
I
S
S
N
:
2252-
88
22
Pred
ict
o
rs o
f
E
duc
a
t
i
o
nal O
u
tc
om
es o
f
S
t
ude
nts wi
t
h
Mu
lt
ip
le
D
i
sa
bil
i
t
ie
s:
Resul
t
s .
.
. (Ka
r
en H
.
L
a
rw
i
n
)
17
9
The
P
a
rent
R
e
l
a
tio
ns
hi
p
fac
t
o
r
w
as
c
ol
lapse
d
,
a
n
d
the
vari
able
s
s
ho
wn
i
n
Ta
bl
e
2
we
re
a
v
e
ra
g
e
d
to
cre
a
te
t
h
i
s fac
t
or.
The da
ta use
d
in
t
he
c
urre
n
t
i
nve
s
t
i
g
a
t
i
o
n
is
from
a
na
ti
ona
l st
u
d
y
the
r
efor
e the
f
i
n
d
i
ngs
a
re
con
s
i
d
ere
d
t
o b
e
r
e
l
iab
l
e
and
repr
esen
tat
i
ve o
f the
l
a
rger
p
op
u
la
t
i
o
n
.
3
.
RESU
L
T
S
AND
A
N
A
L
Y
SIS
A
s
s
how
n
i
n
F
i
gure 1,
t
he l
a
r
g
e
st
p
e
r
ce
nta
g
e of pare
n
ts
r
ep
o
r
te
d
bei
n
g
h
i
gh
-sc
h
o
o
l grad
ua
t
e
s
a
t
3
4.1
perc
en
t.
P
ar
t
i
c
i
pa
n
t
r
es
po
nses
t
o
Wan
t
t
o
A
t
t
e
n
d
C
olle
ge
a
nd
L
i
ke
ly
t
o
A
t
te
nd
Col
l
e
g
e
w
e
re
a
r
e
e
xam
i
ne
d.
These
i
t
em
s
a
s
k
re
sp
o
n
de
n
t
s
t
o
i
n
d
i
ca
t
e
t
he
ir
r
espo
nse
on
a
one
t
o
five
s
ca
le,
w
ith
o
ne
b
e
i
n
g
t
he
l
ow
e
s
t
leve
l
of e
nd
orsem
e
n
t
, and fi
ve bei
n
g
t
he hig
he
st
le
v
el of
e
n
dorse
m
e
nt
.
F
i
gur
e 1 vis
u
a
lly dep
ic
t
s
t
he perc
e
n
t
a
g
e
s
of
self-r
ep
orte
d
le
vel o
f
par
en
t e
d
uc
a
t
io
n.
F
i
g
u
r
e
1
.
Rep
o
r
te
d le
vel
o
f
pa
r
ent e
d
ucat
i
o
n
Ta
b
l
e
3.
e
xam
i
nes
the
des
c
rip
t
i
v
e
sta
tis
t
i
c
s
f
or
t
he
v
a
r
iab
l
es
o
f
P
arent
R
e
la
tio
ns
hi
p,
S
c
h
o
o
l
D
i
scuss
i
o
n
,
Wa
nt
t
o A
tte
n
d
C
ol
l
e
ge,
and
Lik
e
l
y
W
i
l
l
A
t
t
e
n
d
C
oll
eg
e.
Tabl
e 3
.
De
s
cri
p
ti
v
e
St
a
t
i
s
ti
cs
Var
i
ab
l
e
M
ean
S
D
Pa
r
e
nt Re
l
a
t
ionship
1.
89
.
74
Sc
hool
D
i
s
c
u
ssion
1.
90
1
.
5
2
Wa
nt
t
o
A
t
t
e
nd
C
o
lle
g
e
4
.
2
3
1.
33
L
i
ke
ly W
ill
Atte
nd
C
olle
g
e
4
.09
1.25
Eva
l
ua
tio
n
of
s
kew
n
e
ss
a
nd
kur
to
s
i
s
i
n
di
ca
te
s
t
h
a
t
a
l
l
l
ev
e
l
s
w
e
r
e
wi
t
h
in
a
cc
ept
a
bl
e
ran
g
e
s
fo
r
al
l
varia
b
l
e
s
(
|
2.0
an
d
|
5
.
0
|
,
r
e
s
p
e
ct
i
v
e
l
y).
Ze
ro-or
d
er
c
o
r
rela
t
i
o
ns
w
er
e
c
o
nd
uc
ted
a
c
ross
a
l
l
o
f
t
h
e
va
r
i
a
b
les.
The
on
l
y
s
i
g
n
i
fica
n
t
r
esu
lt
w
a
s
be
tw
e
e
n
th
e
var
i
a
b
le
s
ti
tl
ed,
“
Wa
nt
t
o
A
tte
nd
C
o
l
l
e
g
e
”
a
nd
“
L
ike
l
y
Wi
ll
A
tte
nd
Co
lle
g
e
,
”
r
=
0
.
6
8
,
p
<
0
.
0
1
.
N
e
x
t
,
a
c
h
i
-
s
q
u
a
r
e
t
e
s
t
w
a
s
c
o
n
d
u
c
t
e
d
t
o
d
e
t
e
r
m
i
n
e
i
f
t
h
e
r
e
w
a
s
a
d
i
f
f
e
ren
c
e
i
n
t
h
e
l
ev
el
s
o
f
r
e
s
p
ondi
ng
t
o
the
v
a
ri
abl
e
s
o
f
“
Wa
n
t
t
o
A
tte
nd
C
o
lle
ge”
a
n
d
“
L
i
k
el
y
Wil
l
A
tt
e
n
d
Co
ll
eg
e”
f
o
r
s
tu
d
e
nt
s
with
a
n
d
wit
h
out
m
ul
ti
pl
e
di
s
a
bi
li
ti
e
s
.
T
he
s
tat
i
s
tic
a
l
a
na
lys
i
s
r
e
v
e
a
l
e
d
n
o
si
gn
i
f
ican
t
di
ffe
re
nce
bet
w
ee
n
r
e
sp
on
d
e
nt
s
on
t
h
e
“
L
ike
l
y
Wil
l
A
t
t
e
n
d
C
o
l
l
e
ge”
va
ria
b
le,
χ
²
(
4)
=
6
.
7
1,
p
=
0.
1
5
.
H
o
w
e
ve
r,
t
he
r
e
s
ear
cher
s
di
sc
overe
d
sign
i
f
ic
a
n
t
differ
e
nce
s
a
m
o
ng
partic
i
p
an
ts
w
i
t
h
m
u
l
ti
p
l
e
d
i
sa
bi
lit
ie
s
as
com
p
are
d
t
o
the
com
p
ar
i
s
o
n
grou
p
o
n
t
he
“
Wa
n
t
t
o
A
t
t
e
nd
Co
l
l
e
g
e
”
va
ria
b
le,
χ²
(
5)
=
21.6
5
,
p
<
0.
0
1
.
S
t
ude
n
t
s
ide
n
ti
fie
d
a
s
ha
vin
g
mul
t
i
p
l
e
d
isa
b
i
l
i
t
ies
e
n
dors
e
d
bo
th
q
ues
t
ions
m
ore
p
o
s
i
t
i
ve
ly
r
ela
tive
t
o
t
he
ir
no
n-d
i
sa
ble
d
p
e
e
rs.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
IJERE
V
ol
.
7,
N
o.
3,
S
eptem
b
er
20
18 :
1
7
6
– 181
18
0
4
.
D
I
S
CU
SSI
ON
The
c
u
rre
n
t
i
nve
s
t
i
g
a
t
i
o
n
h
y
p
o
t
hes
i
zed
t
ha
t
gr
eater
a
mou
n
t
s
o
f
sc
ho
o
l
d
i
s
cuss
i
o
n
be
tw
e
e
n
pare
n
t
s
and
c
h
i
l
d
ren
w
i
t
h
m
ul
t
i
p
l
e
dis
a
bi
l
i
t
i
es
w
o
u
l
d
r
e
sult
i
n
i
n
c
r
e
a
s
ed
d
es
ire
t
o
a
tte
n
d
c
o
l
lege.
H
o
w
e
ver
,
s
t
a
ti
s
tic
a
l
ana
l
yses
r
e
v
e
a
l
ed
n
o
s
i
gn
ifi
cant
rela
ti
o
n
ship
s
be
twee
n
t
h
ese
va
r
i
a
b
l
e
s.
N
ext,
it
w
a
s
h
y
p
o
t
he
siz
e
d
t
ha
t
a
p
e
rce
i
v
e
d
c
a
rin
g
p
are
n
t
rel
a
t
i
on
sh
i
p
w
ould
al
s
o
r
esul
t
in
a
s
t
r
o
n
g
e
r
des
i
r
e
t
o
a
t
t
e
n
d
c
olle
ge
.
S
i
m
i
l
a
rl
y,
st
a
t
i
s
t
i
ca
l
ana
l
yses
r
e
v
ea
le
d
no
s
i
g
n
i
fica
nt
r
e
l
at
ion
s
h
i
ps
b
e
t
w
e
e
n
t
h
ese
v
a
ria
b
le
s.
F
inal
ly
,
i
t
w
as
hyp
o
t
h
e
size
d
tha
t
h
ighe
r
pa
r
e
nta
l
l
e
v
e
l
s
o
f
e
duca
tio
n
w
o
u
l
d
re
su
l
t
i
n
a
d
e
si
re
t
o
a
tten
d
c
ol
l
e
ge.
Ba
se
d
u
p
o
n
t
he
r
e
s
ul
ts
o
f
the
statistical
a
nalyses,
it
was
nece
ssa
r
y t
o
re
j
e
c
t
a
ll thr
ee
of t
he
r
esea
rche
rs’
or
i
g
ina
l
h
y
pot
he
se
s. O
vera
l
l
,
t
h
e
so
l
e
s
i
g
ni
fica
nt
f
i
n
di
ng
w
a
s
d
i
sco
v
er
ed
u
sin
g
the
c
h
i-sq
uare
t
e
s
t
i
n
t
h
e
d
i
ff
ere
n
ces
e
x
i
s
t
ed
b
etwee
n
t
he
g
rou
p
w
ith
m
u
lti
p
l
e
di
sab
i
lit
ies
a
n
d
t
h
e
c
o
m
p
aris
o
n
g
r
o
up
o
n
t
he
“
Wan
t
to
A
t
t
end
C
o
l
l
ege”
.
The
res
u
l
t
s
i
n
d
i
c
a
t
e
tha
t
t
he s
t
u
de
nts ide
n
tifie
d w
i
t
h
d
isa
b
ili
ti
es
e
nd
o
r
sed t
h
e
i
r i
nt
e
r
es
t i
n
g
oin
g
t
o
c
o
lle
ge
h
i
gher t
h
a
n
t
he s
t
u
de
nts
from
t
he
g
e
n
e
r
a
l
s
t
u
den
t
p
o
p
u
l
a
t
i
on.
A
ddi
ti
o
n
al
ly,
st
u
d
e
n
t
s
w
it
h
d
i
sa
bil
i
t
i
e
s
a
l
so
e
n
dorse
d
“
L
i
k
el
y
Wi
ll
A
tte
nd
C
o
l
le
g
e
”
hig
h
er
t
ha
n
t
h
eir
gene
ra
l
st
ude
n
t
p
o
p
u
l
a
tio
n
pe
er
s.
T
hese
f
i
n
di
ng
a
re
i
m
porta
n
t
s
inc
e
stude
n
t
s
w
ith
d
i
s
a
b
i
l
itie
s
are
less
l
i
kel
y
t
o
at
te
nd p
o
s
t
-sec
on
da
ry e
d
u
cat
i
o
n
opp
ort
u
nit
i
es
[
19].
Res
u
l
t
s
of
t
he
p
r
e
sen
t
s
t
u
dy
are
inco
ns
is
t
e
n
t
w
it
h
fi
nd
i
ngs
r
e
p
orted
in
p
re
vio
u
s
st
u
d
ie
s.
F
indi
ng
s
sug
g
es
t
no
si
g
n
i
f
ican
t
c
o
rre
la
t
i
o
n
s
be
twee
n
q
u
a
l
i
t
y
of
r
el
ati
o
n
s
h
ips
w
i
t
h
p
are
n
t
s
,
re
por
t
e
d
pare
n
t
l
e
v
el
o
f
educ
a
t
i
o
n,
q
ua
l
i
t
y
o
f
disc
uss
i
on
a
b
o
u
t
sch
o
o
l
be
tw
ee
n
c
h
ildre
n
wit
h
m
ul
ti
p
l
e
di
sabi
li
t
i
e
s
a
nd
t
h
e
i
r
p
a
r
en
t
s
[8];
[5]
;
[
1
6
]
.
A
l
a
r
ge
r
e
s
ear
ch
s
tu
dy
e
x
a
m
inin
g
pr
ogr
a
m
s
to
s
up
p
o
rt
s
t
u
de
n
t
s
w
i
th
d
i
s
a
b
i
l
i
tie
s
i
n
t
he
ir
su
c
c
e
ssful
t
ra
nsit
ion
to
c
o
l
l
e
ge
f
ou
nd
t
ha
t
m
e
n
t
o
r
p
rog
r
a
m
s
a
r
e
k
ey
t
o
st
ude
n
t
s
ucc
e
ss
[2
0].
A
s
s
uc
h
,
m
uch
mor
e
resea
rch in t
h
i
s
are
a
i
s
neede
d
.
The
r
e
a
r
e
se
v
e
ral
l
i
mi
ta
ti
o
n
s
i
n
t
he
p
rese
nt
s
tu
d
y
.
Fir
s
t
,
t
he
l
o
w
i
n
cid
e
n
ce
(o
r
o
ccu
rre
n
c
e
)
of
chi
l
d
ren ha
vi
n
g
m
u
lti
ple
d
i
sa
b
i
l
itie
s
i
n
t
he g
ener
al
p
op
u
l
at
i
o
n
i
s
l
i
m
ite
d.
M
ore
over,
m
any
q
u
es
t
i
o
n
s th
a
t
w
er
e
stud
ie
d
w
e
n
t
u
na
n
s
w
e
re
d
by
m
em
bers
o
f
t
h
e
sa
mple,
res
u
l
tin
g
i
n
miss
i
ng
da
t
a
f
or
s
om
e
que
st
ions.
N
e
x
t
,
t
h
e
databas
e
f
r
o
m
which
the
data
w
er
e
obtained
is
b
ased
on
s
e
l
f-rep
o
r
t
s
u
rv
eys,
w
hic
h
c
o
n
t
a
in
t
he
p
o
t
e
n
tia
l
o
f
bei
n
g
u
n
re
lia
b
l
e.
A
f
i
n
al
l
im
itat
i
o
n
i
s
t
h
e
varia
n
c
e
o
f
s
e
ver
i
t
y
of
d
i
s
a
b
i
l
ity
i
nhe
ren
t
l
y
p
rese
nt
w
i
t
h
i
n
t
h
e
ca
t
e
g
o
ry
o
f
m
u
l
tip
le
d
isa
b
i
l
i
t
i
e
s.
F
or
i
nsta
nce,
s
om
e
res
p
o
n
d
en
ts
r
ep
orted
tw
o
d
i
sa
bi
l
ity-r
ela
t
ed
l
i
m
i
t
at
ion
s
w
h
i
l
e
ot
her
s
r
epor
t
e
d si
x l
i
mi
t
a
ti
ons.
I
n
t
he
f
u
t
u
r
e,
i
f
a
re
l
a
tio
ns
h
i
p
be
tw
ee
n
t
h
e
a
f
ore
m
e
n
t
i
on
ed
v
ar
i
a
bles
i
s
fo
un
d,
a
s
sh
ow
n
i
n
p
re
v
i
o
u
s
rese
arc
h
,
i
t
w
o
u
l
d
b
e
be
ne
fic
i
al
t
o
ex
te
nd
the
q
u
e
s
ti
o
n
s
t
o
t
he
o
u
t
c
o
m
e
s
of
t
ra
ns
i
t
i
o
n
se
rvices
f
or
s
tude
nts
w
ith
m
u
l
t
i
p
le
d
i
s
a
b
ili
t
i
e
s
.
P
r
ov
i
d
in
g
resp
o
nde
n
t
s
w
i
t
h
a
dd
i
tio
n
a
l
o
pti
o
ns
f
or
q
ues
t
i
o
ns
m
ay
r
eve
a
l
u
sefu
l
in
form
ation.
F
or
e
xam
p
le,
rathe
r
t
ha
n
st
r
i
c
tly
m
e
a
sur
i
n
g
one’
s
de
sire
t
o
atte
n
d
c
o
l
l
e
ge
,
it
m
a
y
b
e
us
efu
l
t
o
exp
l
ore
s
t
u
d
e
n
t
ou
tc
om
es
p
e
r
tai
n
ing
t
o
p
os
t-sec
onda
ry
j
o
b
atta
i
nme
n
t
a
n
d
rete
nt
io
n.
L
as
t
l
y,
a
n
a
d
dit
i
o
n
a
l
l
i
n
e
o
f
i
nqu
i
r
y
may
e
xpl
o
r
e
pare
n
t
al
a
t
t
i
t
udes
a
b
out
t
h
e
i
r
c
h
i
l
d
’s
d
isa
b
i
l
ity
s
ta
tus
and
i
t
s
im
pa
c
t
o
n
pos
t
s
e
c
o
ndar
y
o
u
t
c
o
me
s.
5
.
C
ONCL
U
S
ION
The
curre
n
t
i
nve
st
i
g
at
ion
foc
u
ses
o
n
t
h
e
t
ra
nsi
t
i
o
n
o
f
st
ude
n
t
s
f
rom
high
sc
ho
o
l
,
a
nd
w
h
e
t
h
e
r
stude
n
t
s
w
i
th
m
ult
i
pl
e
disa
bi
li
ties
ha
ve
a
d
iffe
ren
t
m
i
n
ds
e
t
r
e
gar
d
in
g
p
o
s
t
-
s
eco
nda
ry
o
p
por
tun
i
ties.
W
h
i
l
e
stude
n
t
s
w
i
th
d
isa
b
i
lit
ies
e
xpr
esse
d
m
o
re
i
nt
ere
s
t
i
n
w
an
tin
g
t
o
g
o
to
c
ol
l
e
g
e
,
a
l
l
ot
h
e
r
re
sul
t
s
we
re
n
o
t
f
ound
to
b
e
s
i
gnific
a
nt
ly
d
i
f
fere
n
t
a
cross
t
h
e
gr
o
u
ps
o
f
st
ud
e
n
t
s
(
th
o
s
e
w
i
th
d
i
s
a
b
i
lit
i
e
s
,
a
n
d
th
ose
with
out
).
Al
t
h
oug
h
th
i
s
f
ind
i
ng
d
i
d
not
a
l
i
g
n
w
i
t
h
t
he
h
ypo
th
e
s
i
z
ed
o
ut
co
me
,
t
h
e
s
e
re
su
lt
s
sugge
st
t
h
a
t
a
l
l
st
ud
en
t
s
have
t
he
s
am
e
ra
nge
o
f
o
p
in
io
ns
r
ega
r
d
i
ng
go
in
g
onw
ard
for
a
po
s
t
-sec
on
dary
e
duc
a
t
ion
a
nd
go
al
s
ett
i
ng
rega
rdi
ng t
h
e
i
r
post-se
co
ndar
y
a
sp
irati
o
ns.
The
s
e
fi
nd
i
ngs
a
s
i
g
ni
fica
n
t
c
ons
ide
r
i
ng
the
gene
ra
l
o
u
tc
o
m
e
s
f
or
s
tu
de
n
t
s
w
i
t
h
d
i
s
ab
i
litie
s
t
h
at
a
re
cite
d
ab
o
v
e.
Wh
i
l
e
st
u
d
en
ts
w
it
h
disa
b
ili
t
i
es
m
a
y
h
ave
a
m
o
re
c
h
alle
n
g
i
ng
time
at
ten
d
i
n
g
a
t
r
a
d
i
tio
na
l
brick
and
m
o
rtar
i
n
s
tit
u
tio
n,
t
he
e
xp
o
n
e
n
tia
l
grow
th
o
f
on
l
i
ne
a
nd
d
i
s
t
a
n
c
e
e
d
u
c
a
t
i
o
n
o
p
t
i
o
n
s
c
a
n
m
a
k
e
t
h
i
s
trans
i
t
i
on
to
a
v
arie
t
y
o
f
p
o
s
t
-
s
e
c
on
dar
y
o
ptio
ns
m
ore
avai
lab
l
e
.
A
n
d
,
w
h
i
l
e
t
h
e
a
c
c
e
s
s
t
o
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
g
r
o
w
s
fo
r
a
l
l
po
pul
at
io
ns
o
f
st
ud
en
ts,
ca
ree
r-t
e
c
h
n
o
lo
gy
s
ch
ool
s,
c
o
lle
ge
s,
a
nd
un
i
v
er
siti
es
m
ust
e
n
s
u
re
t
h
a
t
the
y
a
re
a
ppro
p
ria
t
e
l
y
eq
ui
p
p
e
d to
p
r
o
v
i
de
t
hese
s
pec
i
a
l
s
tude
n
ts w
i
t
h a
d
ded s
u
p
p
o
rts t
h
at
w
i
l
l be
nee
d
e
d.
REFE
RENCES
[1]
Ro
per,
S
.
O.
,
All
r
ed,
D
.
W
.,
M
a
n
d
leco,
B.,
Freeb
o
r
n,
D
.,
&
D
y
c
h
e
s
,
T.
(
20
14
).
C
a
r
e
g
iv
e
r
b
urd
e
n
a
nd
sib
ling
relat
i
onships
i
n
f
amili
es
r
aising
c
hil
d
ren
w
i
th
d
isabili
ti
es
a
n
d
typical
ly
d
ev
elopin
g
c
h
i
l
d
ren
.
F
a
m
ilies
,
System
s &
Health
, 32
,
2
41
-
2
46
.
[2]
Serdi
t
y
,
C
.
,
&
B
urgm
an,
I.
(
2012).
B
eing
t
he
o
lder
s
ibling
:
S
e
l
f-percep
tio
ns
o
f
chi
l
dren
w
it
h
disab
ilit
i
es
.
Chi
l
dren
& S
o
c
i
e
t
y
, 2
6
, 3
7
-
50
.
Evaluation Warning : The document was created with Spire.PDF for Python.
IJERE
I
S
S
N
:
2252-
88
22
Pred
ict
o
rs o
f
E
duc
a
t
i
o
nal O
u
tc
om
es o
f
S
t
ude
nts wi
t
h
Mu
lt
ip
le
D
i
sa
bil
i
t
ie
s:
Resul
t
s .
.
. (Ka
r
en H
.
L
a
rw
i
n
)
18
1
[3
]
Nijs,
S
.,
Vl
aska
mp,
C
.
,
&
Maes
,
B.
(
20
16
).
C
h
i
l
d
ren
wi
th
P
I
MD
i
n
i
n
t
e
ractio
n
with
p
eers
w
i
t
h
P
IM
D
or
s
ibli
ngs
.
J
o
urna
l
o
f
In
te
l
l
e
c
tu
al Disa
b
i
li
ty
Re
se
arc
h
,
6
0
,
28-
4
2
.
[
4
]
V
a
r
s
a
m
i
,
P
.
,
&
A
g
a
l
i
o
t
i
s
,
I
.
(
2
0
1
1
)
.
P
r
o
f
i
l
e
s
o
f
s
e
l
f
-
c
o
n
c
e
pt
,
go
al-ori
ent
a
ti
on,
a
nd
s
elf
-reg
u
l
a
t
i
on
i
n
s
tud
e
n
t
s
with
physical,
intel
l
ectual,
a
nd
m
ul
ti
p
l
e
di
sabilit
i
es
:
Im
plicat
ions
f
or
i
ns
tru
c
tio
na
l
su
pp
ort.
R
e
sea
r
ch i
n
D
evelo
p
men
t
a
l
Di
sab
ili
ties
,
32
,
1
5
4
8
-
15
55
.
[5
]
Beb
i
ch
,
A.
C
.,
Oli
v
er,
T.
D
.
,
L
i
m
p
e
ros,
A
.
M
.,
S
c
had
e
,
B.
P
.,
&
L
a
rwi
n
,
K
.
H
.
(2
01
6).
Percep
t
i
on
s
o
f
s
t
u
den
t
s
wit
h
m
u
lti
p
le
d
is
ab
i
l
iti
e
s an
d t
ypicall
y
dev
e
l
op
in
g p
eers.
E
u
r
o
p
e
an Journa
l
of Speci
a
l
Ed
uca
t
i
on
Resea
r
ch
,
1(
3), 1-1
1
.
[6]
Harr,
N
.,
Dunn,
L
.
,
&
P
rice,
P
.
(2011).
Cas
e
s
t
udy o
n
eff
e
c
t
of
h
o
u
s
eh
old
ta
sk pa
rticip
a
t
io
n on
ho
me,
com
m
u
n
ity,
and work opport
unities
for a yout
h wi
t
h
mult
i
p
l
e
d
i
sab
i
l
i
t
ies
.
W
o
rk,
3
9
(
4),
445
-45
3
.
doi:
10
.
3
2
33/WO
R-201
1-1
1
9
4
[7
]
Jansen,
S.
L
.
G.
,
v
a
n
d
e
r
Putt
en
,
A.
A
.
J.,
&
Vlask
a
mp
,
C.
(20
1
2
)
.
W
h
at
p
arent
s
f
in
d
im
po
rtan
t
in
t
he
s
u
p
p
o
rt
o
f
a
chi
l
d
wit
h
p
ro
f
ound
i
n
t
ellectu
a
l
an
d
m
u
lti
p
l
e
d
i
s
ab
ili
t
i
e
s.
Chil
d: Car
e
, Hea
l
t
h
, and
Devel
opm
ent
,
39
(3),
4
32
-441.
do
i:
10
.
1
1
11/j
.
1
3
65
-221
4.
201
2.
013
81
.
x
[8
]
Ban
e
rj
e
e
,
R.,
Su
nd
eed,
T.,
Hutc
h
i
n
s
o
n
,
S
.
R
.,
&
Jack
so
n,
L
.
(
20
1
7
).
F
act
ors
th
at
e
xp
lai
n
p
lacement
deci
s
i
o
n
s
f
o
r
st
ud
ents
w
it
h
mul
t
iple
d
isab
iliti
e
s:
F
i
ndi
ngs
f
ro
m
nati
on
a
l
d
at
a.
J
o
u
r
na
l o
f
R
e
se
ar
c
h
in
S
p
e
c
ia
l
Ed
uc
a
t
io
na
l N
e
e
d
s
,
17(2), 110-122.
[
9
]
B
o
r
d
e
r
s
,
C
.
,
M
e
i
n
z
e
n
-
D
e
r
r
,
J
.
,
W
i
l
e
y
,
S
.
,
B
a
u
e
r
,
A
.
&
E
m
b
u
r
y,
D
.
C.
(
20
15
).
S
t
udents
w
ho
are
de
a
f
w
it
h
add
iti
on
al
di
sab
i
liti
e
s
:
D
o
e
s
edu
cati
o
n
label
im
p
act
l
an
gu
age
s
e
rvices
?
De
af
nes
s
&
E
ducatio
n
Internat
io
nal,
1
7
(
4),
2
0
4
-
218.
do
i:
10
.
1
1
79/1
5
57
06
9X
15
Y.
0
0
0
0
00
00
06
[1
0]
B
ack
,
L.
T
.
,
K
eys,
C
.
B.
,
McM
a
h
o
n
,
S
.
D.
,
&
O’Nei
ll,
K
.
(2
0
1
6).
How
we
l
abel
s
t
u
dent
s
wi
th
d
isabi
l
i
ties:
A
f
r
am
e
w
ork
o
f
lang
u
ag
e us
e in
an
urban
sch
o
o
l
d
istri
c
t i
n
t
he U
n
ited
Stat
es.
Disability S
t
ud
i
e
s
Quar
terl
y
,
3
6
(
4),
1-1.
[11
]
S
to
dden
,
R
.
A.
,
Wh
elley,
T
.
,
Ch
an
g,
C
.,
&
H
ard
i
n
g
,
T.
(
20
0
1)
.
Cu
rre
nt
s
ta
tus
o
f
e
du
c
a
t
io
na
l
su
pp
o
r
t
p
r
ov
ision
to
st
udent
s
wi
t
h dis
a
bilities
in
pos
t
s
econdary edu
cati
on.
Journal
o
f
V
o
cati
ona
l
Rehabili
tat
i
on
,
1
6
,
1
89-19
8.
[12
]
B
arnard
-Brak
,
L
.,
S
chmi
dt,
M.
,
W
e
i,
T
.
,
Hodges
,
T
.,
a
n
d
R
o
b
i
ns
on,
E
.
L.
(
2
013
).
P
rovidi
ng
p
os
ts
econd
ary
transition
s
ervic
e
s
to
youth
with
d
is
ab
i
l
ities:
R
esults
o
f
a
pi
l
o
t
pr
ogram
.
Jou
r
n
a
l o
f
P
o
stseco
nd
ary E
d
u
c
at
ion
an
d
Di
sab
ilit
y
,
26
(
2)
, 1
35
-14
4
.
[13
]
C
im
era,
R
.
E.,
Bu
rges
s,
S
.,
an
d
Bedes
e
m
,
P
.
L.
(
2
0
1
4
).
D
o
e
s
p
r
o
v
i
ding
t
ra
n
s
i
t
ion
s
e
rv
ic
e
s
b
y
a
g
e
14
p
r
od
uc
e
b
e
tte
r
vo
catio
nal
o
u
t
c
om
es
f
or
s
tu
de
n
t
s
with
i
n
t
ell
e
ct
ual
d
i
sab
i
l
i
t
y
?
Re
s
earch
a
nd
P
r
acti
c
e
f
o
r
P
e
rson
s
w
ith
S
evere
Di
sabiliti
es,
39
(1),
47-5
4
.
[14]
B
aer,
R.,
Davis
o
,
III,
A
.
W
.,
Fl
ex
er,
R.
W
.,
McMahan
Queen
,
R.,
&
Me
in
d
l
,
R
.
S.
(
20
11
).
S
tu
de
n
t
s
wi
th
i
n
t
e
l
le
c
t
ua
l
di
sab
i
liti
e
s:
P
redi
cto
r
s
o
f
t
ransit
io
n
o
u
t
c
om
es
.
Ca
reer Devel
op
m
e
nt
f
o
r Excep
ti
ona
l Individ
u
a
l
s
,
34(3),
1
32-141.
do
i:
10
.
1
1
77/0
8
85
72
88
11
399
09
0
[1
5]
L
ee,
Y
.,
W
e
h
m
e
y
er,
M.
L
,
Pal
m
er,
S
.
B
.
,
W
i
l
liams-D
iehm,
K.
,
Davies,
D
.
K
.
,
&
S
tock
,
S.
E
.
(
2
0
1
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