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.
摘要：
这项研究使用了2012年国家纵向过渡研究（NLTS2012）的数据，以探索具有广泛支持需求的学生参与替代评估的未来目标愿望。与其他有广泛支持需求的学生和其他残疾学生相比。我们检查了学生的个性化教育计划（IEP）/过渡计划会议经验和与他们的功能相关的课后目标，通信,和自我宣传技能，以及他们的学校/社区支持。其他残疾学生的期望高于所有对未来参与中学后教育有广泛支持需求的学生，employment,独立生活,和财务独立。所有学生的学后目标期望都高于父母。讨论了支持具有广泛支持需求的学生的含义以及未来研究和实践的方向。
