Independent Living Skills and College and Career Readiness
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| Title: | Independent Living Skills and College and Career Readiness |
|---|---|
| Language: | English |
| Authors: | Ashley V. Taconet (ORCID |
| Source: | Journal of Special Education. 2025 59(3):137-147. |
| 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: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2025 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R324A190170 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | High School Students, Students with Disabilities, Independent Living, Daily Living Skills, College Readiness, Career Readiness, Individualized Education Programs, Technological Literacy, Food, Health Behavior, Budgeting, Volunteers, Transportation, Social Media |
| Geographic Terms: | Connecticut, Maryland, Pennsylvania |
| DOI: | 10.1177/00224669251317178 |
| ISSN: | 0022-4669 1538-4764 |
| Abstract: | The purpose of this study was to examine responses from U.S. high school students with (n = 356) and without (n = 1,599) an Individualized Education Program (IEP) on 11 independent living skills (ILS) items taken from a broader college and career readiness assessment. Results indicated significant differences in ILS proficiency based on IEP status. Specifically, students with IEPs self-rated lower across all items. Students with and without IEPs self-rated the most similarly on community participation and differed the most on technology use. There were also notable differences based on school demographics. Limitations, implications for practice and policy, and research are discussed with regard to critical ILS that should be prioritized for "all" students, including those who receive special education transition services. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2025 |
| Accession Number: | EJ1485845 |
| Database: | ERIC |
| Abstract: | The purpose of this study was to examine responses from U.S. high school students with (n = 356) and without (n = 1,599) an Individualized Education Program (IEP) on 11 independent living skills (ILS) items taken from a broader college and career readiness assessment. Results indicated significant differences in ILS proficiency based on IEP status. Specifically, students with IEPs self-rated lower across all items. Students with and without IEPs self-rated the most similarly on community participation and differed the most on technology use. There were also notable differences based on school demographics. Limitations, implications for practice and policy, and research are discussed with regard to critical ILS that should be prioritized for "all" students, including those who receive special education transition services. |
|---|---|
| ISSN: | 0022-4669 1538-4764 |
| DOI: | 10.1177/00224669251317178 |
