This study used data from the National Longitudinal Transition Study 2012 (NLTS 2012) to explore the individualized education program (IEP)/transition planning participation and role of students with the most significant cognitive disabilities, compared to students with other disabilities. We viewed students with the most significant cognitive disabilities as those included in three disability categories—autism, intellectual disability, and multiple disabilities—who took an alternate assessment. The study also included an analysis of student’s participation in relation to their functional, communication, and self-advocacy skills, and student–teacher relationships. Although students with the most significant cognitive disabilities experienced greater limitations overall, students with other disabilities were experiencing similar challenges. Implications for practice were discussed from the lens of student engagement, self-determination, and student’s leadership role.

这项研究使用了2012年美国国家纵向过渡研究（NLTS 2012）的数据来探索个性化教育计划（IEP）/过渡计划的参与和认知障碍最严重的学生（与其他残疾学生相比）的作用。我们将认知障碍最严重的学生视为自闭症，智力障碍和多重障碍三类障碍谁进行了替代评估。该研究还包括对学生参与程度的分析，包括其功能，沟通和自我倡导技能以及师生关系。尽管认知障碍最严重的学生总体上受到更大的限制，但其他残疾的学生也面临着类似的挑战。从学生的参与，自决和学生的领导角色的角度讨论了实践的意义。