This study uses data from the National Longitudinal Transition Study 2012 to examine predictors at the individual, family, and school levels associated with parental expectations toward postsecondary education among students with significant support needs, including those with autism spectrum disorder, intellectual disability, and multiple disabilities. Consistent with previous studies, chi-square tests revealed a positive relation between socioeconomic status such as household income or parental education level and parental expectations. Logistic regression analyses showed that whether parents have a college degree and whether students have participated in college entrance or advanced placement tests are factors that are positively associated with parental expectations toward children’s future education.

中文翻译：

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家长对自闭症、智力障碍和多重障碍学生的高等教育期望：来自 NLTS 2012 的调查结果

本研究使用 2012 年全国纵向过渡研究的数据来检查个人、家庭和学校层面的预测因素，这些预测因素与父母对有重大支持需求的学生（包括患有自闭症谱系障碍、智力障碍和多重残疾的学生）对中学后教育的期望相关. 与之前的研究一致，卡方检验显示家庭收入或父母教育水平等社会经济地位与父母期望之间存在正相关关系。Logistic回归分析表明，父母是否具有大学学历，学生是否参加过高考或升学考试，是与父母对子女未来教育期望呈正相关的因素。