Among 2012 disability groups, youth with intellectual disability, autism, deaf-blindness, multiple disabilities, and orthopedic impairments were most at-risk in preparation for life after high school¶
Claim · All claims
Evidence · 1 study · associationalr?·q2
Currency · newest study 2018 · checked against its sources 2026-10-17 (automated, 1 of 1 entry) · not reviewed by a person · overdue for a recheck since 2023: baselines and conditions change
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Youth with intellectual disability, autism, deaf-blindness, multiple disabilities, and orthopedic impairments were more at-risk in their preparation for life after high school than other disability groups in 2012. → Stephen Lipscomb 2018
Evidence¶
Stephen Lipscomb 2018¶
Stephen Lipscomb, Johanna Lacoe, Albert Y. Liu, Joshua Haimson. (2018). Preparing for Life After High School: The Characteristics and Experiences of Youth in Special Education. A Summary of Key Findings from the National Longitudinal Transition Study 2012. Washington, DC: Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance. https://ies.ed.gov/ncee
q2 · i? · associational · r?
Key finding from the NLTS 2012 analyses comparing disability groups: five named groups — intellectual disability, autism, deaf-blindness, multiple disabilities, and orthopedic impairments — were "more at-risk in their preparation for life after high school." No per-group statistics appear in the brief material.
"Among the disability groups in 2012, youth with intellectual disability, autism, deaf-blindness, multiple disabilities, and orthopedic impairments were found to be more at-risk in their preparation for life after high school."
Discussion¶
Learner Variables¶
- Access — predictor: learners who differ on it differ in outcomes
- Learning Disabilities and Developmental Differences — predictor: learners who differ on it differ in outcomes
- Autism Spectrum Disorder — predictor: learners who differ on it differ in outcomes
Related Claims¶
- Students with disabilities attained postsecondary readiness and success outcomes at about one half to one third the rate of students without disabilities, the largest difference between any student group and its counterpart — the general claim this finding bears on, with the studies behind it
- 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 — related
- From 2003 to 2012, youth with disabilities showed greater school engagement and support use but became less likely to participate in some key transition activities — related
- Additional special education costs vary substantially by primary disability category — related
- Youth with an IEP lag their peers in planning and taking steps to obtain postsecondary education and jobs — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
five-disability-groups-most-at-risk-transition-preparation |
title |
Among 2012 disability groups, youth with intellectual disability, autism, deaf-blindness, multiple disabilities, and orthopedic impairments were most at-risk in preparation for life after high school |
description |
Among 2012 disability groups, youth with intellectual disability, autism, deaf-blindness, multiple disabilities, and orthopedic impairments were most at-risk in preparation for life after high school |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2018 |
source_checked |
2026-10-17 |
recheck_by |
2023 |
generated |
by process:wiki-ingest on 2026-10-09 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — stephen-lipscomb-2018 |
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