Future Goal Aspirations of Students With Extensive Support Needs: Findings From NLTS 2012.
Students taking alternate assessments aim too low for life after school, but teaching them to speak up in IEP meetings can raise everyone's expectations.
01Research in Context
What this study did
Researchers looked at 2012 national survey data from students with extensive support needs. These are kids who take alternate assessments instead of regular state tests.
They compared postschool goals of these students to peers with other disabilities. They also asked parents what they expected for their child after high school.
What they found
Students taking alternate assessments set much lower goals for life after school. They aimed for sheltered workshops more than college or competitive jobs.
All students dreamed bigger than their parents expected. But the gap was biggest for kids in alternate assessments.
How this fits with other research
Van Herwegen et al. (2018) found parents of autistic kids were least satisfied with school services. This matches our finding that parent expectations stay low across disability types.
Durbin et al. (2019) showed better family-professional partnerships improve quality of life. Their work supports our takeaway that stronger IEP collaboration can raise expectations.
Higgins et al. (2021) interviewed parents who actively built relationships to include their kids. Their advocacy matches what we need: students speaking up for their own goals in IEP meetings.
Lim et al. (2016) found teachers and parents agree collaboration is vital. This creates the perfect space to boost student self-advocacy during planning meetings.
Why it matters
Your students in alternate assessments are setting the bar too low. Use IEP meetings to teach them to state their own goals out loud. Give them scripts like "I want to work in a regular store" or "I want to take college classes." When students speak up, parents and teams often raise expectations immediately.
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02At a glance
03Original abstract
This study used data from the National Longitudinal Transition Study 2012 (NLTS 2012) to explore the future goal aspirations of students with extensive support needs who participate in alternate assessments, compared to other students with extensive support needs and to students with other disabilities. We examined students' individualized education program (IEP)/transition planning meeting experiences and postschool goals in relation to their functional, communication, and self-advocacy skills, as well as their school/community support. Students with other disabilities held higher expectations than all students with extensive support needs for future participation in postsecondary education, employment, independent living, and financial independence. All students had higher postschool goal expectations than their parents. Implications for supporting students with extensive support needs and directions for future research and practice are discussed.
Intellectual and developmental disabilities, 2024 · doi:10.1352/1934-9556-62.4.287