Exploring Predictors of Transition Planning Participation and Future Goal Aspirations of Secondary Students with Disabilities


Explores the relationship between IEP transition planning meeting factors (e.g., a secondary student’s invitation, participation, and contribution) and the student’s aspirations for postsecondary education, employment, economic independence, and independent living. The researchers review data from the National Longitudinal Transition Study 2012 (NLTS 2012) to identify student, family, and school factors that predict IEP transition planning meeting experiences and examine the relationship between the significant predictors, transition meeting perspectives, and the aspirations for secondary students with disabilities. Also, this study examines the data by disability category to explore differences based on these factors.

This project was archived on 11/18/2021

David R Johnson PhD, Martha L Thurlow, Yi-Chen Wu
U.S. Department of Education


David R Johnson PhD :: Professor

Martha L Thurlow :: Senior Research Associate

Yi-Chen Wu :: Research Associate


  • Education practices (K12 and transition)
    • Family engagement
    • Transition planning
  • Specific life stage
    • Children
    • Adolescents and young adults
  • Employment and postsecondary education
    • Career preparation
    • Preparing for postsecondary education
  • Educational accountability and assessment
    • Blind/Visual Impairments
    • Deaf/Hearing Impairments
    • Intellectual/Cognitive Disability
    • Parents & Families
    • Students with Disabilities
  • Specific disability
    • Autism spectrum disorder (ASD)
    • Emotional/behavioral disorder (EBD)
    • Hearing and/or vision loss
    • Intellectual/developmental disability (IDD)
    • Learning disabilities
    • Mental health and/or chemical dependency
    • Multiple disabilities
    • Other health impairment
    • Physical disability


  • Research