Evidence-based transition planning practices for secondary students with disabilities: What has Australia signed up for?

2016 ◽  
Vol 40 (1) ◽  
pp. 39-58 ◽  
Author(s):  
Sue C. O’Neill ◽  
Iva Strnadová ◽  
Therese M. Cumming
Keyword(s):  
Students With Disabilities ◽  
Secondary Students ◽  
Transition Planning ◽  
Document Analysis ◽  
Vulnerable Population ◽  
Evidence Based ◽  
International Treaties ◽  
National Policies ◽  
State Laws ◽  
Transition Plans

There are no Commonwealth or state laws in Australia that require educational authorities to provide individualised transition plans (ITPs) to secondary students with disabilities. It is argued that, in lieu of legislation, Australia's signed commitment to international treaties and national policies obliges educational jurisdictions to provide ITPs to secondary students with disabilities to improve the postschool outcomes for this vulnerable population. Document analysis methods were used to analyse these international treaties and national policies for statements aligned with evidence-based transition skills and predictors. Almost 90 transition-aligned statements were found, accounting for all evidence-based transition skill categories and most of the transition predictor categories. Implications for policymakers and educational jurisdictions are discussed.

Teacher Knowledge in Transition Planning: Does Locale Matter?

2021 ◽  
pp. 875687052110279
Author(s):  
Malarie E. Deardorff ◽  
Corey Peltier ◽  
Belkis Choiseul-Praslin ◽  
Kendra Williams-Diehm ◽  
Melissa Wicker
Keyword(s):  
Professional Development ◽  
Students With Disabilities ◽  
Teacher Knowledge ◽  
Planning Process ◽  
Transition Planning ◽  
Individualized Education Program ◽  
Future Research ◽  
Knowledge Based ◽  
Transition Plans ◽  
Education Act

The Individuals With Disabilities Education Act mandates transition planning to occur in conjunction with the individualized education program for secondary age students with disabilities beginning by age 16, or earlier. To fulfill this mandate, teachers must possess a depth of content and pedagogical knowledge related to the transition planning process. However, the majority of special educators do not receive coursework dedicated to transition in their undergraduate programming. Furthermore, teachers in under-resourced and underserved rural districts may have inequitable professional development opportunities to bolster their transition planning knowledge. This lack of transition-related education potentially leads to inadequate and noncompliant transition plans for students with disabilities. The current study examined differences in teachers’ knowledge based on locale: rural ( n = 75), suburban ( n = 48), and urban ( n = 64) from one southern state. Determining whether differences are identified by locale can inform the allocation of resources to provide high-quality, evidence-aligned professional development models to improve teacher knowledge in underserved and under-resourced rural locales. In addition, identifying gaps in teacher knowledge will inform pre-service and in-service teacher preparation. We provide an avenue of needed future research to improve transition-planning processes for students with disabilities.

Youth-Centered Transition Planning for Students With Disabilities Who Experience Foster Care

2022 ◽  
pp. 435-457
Author(s):  
Robin Harwick
Keyword(s):  
Mental Health ◽  
Foster Care ◽  
Students With Disabilities ◽  
Transition Planning ◽  
Essential Elements ◽  
Vulnerable Population ◽  
Self Determination ◽  
Youth With Disabilities ◽  
Services And Supports

Youth with disabilities who experience foster care (YDFC) often experience poor long-term adult outcomes. However, when educators help them access appropriate services and supports YDFC can reach their maximum potential. This chapter describes a youth-centered approach to transition planning for this vulnerable population and highlights essential elements to consider during the process such as disability, mental health, trauma, resilience, self-determination, culture, and how trauma impacts mental health. The chapter concludes with an example of creating a youth-centered plan, possible tools to use, and additional resources.

Navigating the Evidence-Based Practice Maze

2012 ◽  
Vol 48 (3) ◽  
pp. 159-166 ◽  
Author(s):  
Valerie L. Mazzotti ◽  
Dawn R. Rowe ◽  
David W. Test
Keyword(s):  
Decision Making ◽  
Students With Disabilities ◽  
Secondary Students ◽  
Teaching Practices ◽  
Research Evidence ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Statewide Testing ◽  
Education Movement

Factors such as the standards-based education movement, mandated participation in statewide testing, and inclusion have forced an increased focus on improving outcomes for students with disabilities. There are many determinants of postschool success for students with disabilities; however, teachers primarily have control over only one, teaching practices and programs. As a result, it is important that teachers choose and implement practices that have proven successful for secondary students with disabilities. This article guides teachers through the process of navigating the evidence-based practice maze to identify evidence-based practices and programs for secondary students with disabilities. Particularly, it addresses the need to (a) follow a research-based framework (i.e., Kohler’s Taxonomy), (b) use practices with the best available research evidence to support effectiveness, and (c) use data-based decision making to guide use of evidence-based practices.

Youth-Centered Transition Planning for Students With Disabilities Who Experience Foster Care

2020 ◽  
pp. 124-153
Author(s):  
Robin Harwick
Keyword(s):  
Mental Health ◽  
Foster Care ◽  
Students With Disabilities ◽  
Transition Planning ◽  
Essential Elements ◽  
Vulnerable Population ◽  
Self Determination ◽  
Youth With Disabilities ◽  
Services And Supports

Youth with disabilities who experience foster care (YDFC) often experience poor long-term adult outcomes. However, when educators help them access appropriate services and supports YDFC can reach their maximum potential. This chapter describes a youth-centered approach to transition planning for this vulnerable population and highlights essential elements to consider during the process such as disability, mental health, trauma, resilience, self-determination, culture, and how trauma impacts mental health. The chapter concludes with an example of creating a youth-centered plan, possible tools to use, and additional resources.

scholarly journals Examining Post-School Outcomes of Indonesian Secondary Students with Disabilities: A Policy Document Analysis

2021 ◽  
Vol 8 (02) ◽  
pp. 387-403
Author(s):  
Toni Ariwijaya
Keyword(s):  
High School Students ◽  
General Education ◽  
Students With Disabilities ◽  
Secondary Students ◽  
Community Involvement ◽  
Independent Living ◽  
Document Analysis ◽  
School Outcomes ◽  
School Students ◽  
Policy Document

There are no national laws in Indonesia which requires educational authorities to provide Invidualised Transition Plans (ITPs) towards high school students with disabilities. It leads issues as to low education attainments the students from this population have as well as small numbers of the students entering universities and job markets. In lieu of legislations, it is argued that Indonesia has signed international agreement and policies which are actually meant to provide ITPs to secondary students with disabilities to improve their post school outcomes – education, employment and independent living – for this vulnerable group. Hence, document analysis methods were employed in this research to analyse the international, national and local policies that the country has been signed through analyzing the statements aligned with evidence-based transition skills and predictors. The method employed by O’Neill et al. (2016) was replicated to condense the list of practices in the NTACT website into broader categories to address youths academic, employment, and independent living needs. As for the international policy, 19 transition-aligned statements were found, accounting for community involvement, interagency collaboration and inclusion in general education. Meanwhile for the national policy documents, only 15 statements were aligned. Implication for policymakers and educational jurisdictions are also discussed.

Middle School Students with Exceptional Learning Needs Investigate the Use of Visuals for Learning Science

2012 ◽  
Vol 7 (1) ◽  
Author(s):  
Robin Ward McCartney ◽  
Donna Dugger Wadsworth
Keyword(s):  
Students With Disabilities ◽  
Learning Needs ◽  
Evidence Based ◽  
School Students ◽  
Construction Of Knowledge ◽  
Personal Perceptions ◽  
Is Theory ◽  
Visual Graphic ◽  
Enhanced Learning ◽  
Positive Results

A visual instructional tool that is theory-driven and supported by evidence-based research is used to support student learning and information-processing. The graphic organizer has enhanced learning in Science Education as well as Special Education, emphasizing the construction of knowledge with meaningful sequential relationships rather than memorizing isolated fragments of information. Students construct a visual schema that represents a system of interrelated concepts and icons created by the learner. This article provides a description of a qualitative application of how students with disabilities are able to represent their ideas by assimilating subject matter and their personal perceptions of content by drawing pictures connected to concepts within the visual graphic. Positive results were documented in this study.

Evidence-Based Practices for Music Instruction and Assessment for PreK–12 Students with Autism Spectrum Disorder

2019 ◽  
pp. 788-826
Author(s):  
Robyn Swanson
Keyword(s):  
Autism Spectrum Disorder ◽  
Special Education ◽  
Students With Disabilities ◽  
Universal Design For Learning ◽  
Autism Spectrum ◽  
Music Educators ◽  
Spectrum Disorder ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Students With Autism

This chapter addresses the use of evidence-based practices (EBPs) by special education practitioners in instruction and assessment while providing music educators guidance toward implementing these practices in instruction and assessment for students with autism spectrum disorder (ASD) within universal design for learning (UDL) inclusive classrooms. Included are behavioral characteristics of students with ASD that music educators need be cognizant of in inclusive settings; federal education laws and policies that have provided students with disabilities rights to a quality education; and selected special education EBP and accommodations deemed as viable interventions for teaching and assessing PreK-12 standards-based music curriculum for students with ASD. Music educators may determine the PreK-12 music assessments aligned to appropriate EBP and accommodations for students with ASD are beneficial resources when designing and implementing curriculum, instruction, and assessment linked to the 2014 National Core Arts (Music) Standards (NCAS) with supporting Model Cornerstone Assessments (MCAs).

Legal Issues in Early Childhood Special Education

2021 ◽  
pp. 104420732110231
Author(s):  
Susan Larson Etscheidt ◽  
Stephanie L. Schmitz ◽  
Andi M. Edmister
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Students With Disabilities ◽  
Due Process ◽  
Transition Planning ◽  
Qualitative Content Analysis ◽  
Early Childhood Special Education ◽  
Educational Planning ◽  
Professional Collaboration ◽  
Education Act

Family and professional collaboration is beneficial to students, families, and educators. The importance of such collaboration was recognized for families of students with disabilities, resulting in provisions in the Individuals with Disabilities Education Act (IDEA) which ensure parental participation in educational planning. Despite the benefits of family and professional collaboration and IDEA mandate, many parents disagree with the educational planning decisions provided to their children and request due process hearings. Parents perceive a lack of opportunity to provide input and/or to disagree with schools’ perspectives. Parents of early childhood students report significant concerns about their child’s readiness for the transition to kindergarten and their limited role in transition planning as their children prepared to enter preschool programs. The purpose of this article was to examine the issues identified in parental complaints in early childhood special education (ECSE) through a qualitative content analysis of recent court cases. The results revealed six themes related to current issues in ECSE programs. We conclude with several recommendations for state policy makers to improve services in ECSE based on the DEC Recommended Practices.

Three-Level Meta-Analysis of Single-Case Data Regarding the Effects of Peer Tutoring on Academic and Social-Behavioral Outcomes for At-Risk Students and Students With Disabilities

2019 ◽  
pp. 074193251985507 ◽  
Author(s):  
Mariola Moeyaert ◽  
David A. Klingbeil ◽  
Emily Rodabaugh ◽  
Merve Turan
Keyword(s):  
Social Behavior ◽  
Students With Disabilities ◽  
Peer Tutoring ◽  
Academic Outcomes ◽  
Single Case ◽  
Meta Analysis ◽  
Treatment Phase ◽  
Evidence Based ◽  
Behavior Outcomes ◽  
Study Heterogeneity

Meta-analysis of single-case experimental designs may further knowledge about evidence-based practices for students needing remedial or special education. To contribute to evidence-based practice, a multivariate multilevel meta-analysis was used to synthesize the effectiveness of peer tutoring interventions on both academic and social-behavior outcomes. In total, 46 single-case studies met all inclusion criteria. Peer tutoring had a statistically significant effect on both academic and social-behavior outcomes, with a slightly larger effect on academic outcomes. Peer tutoring also had a significant effect on the trend in academic outcomes during the treatment phase (indicating that the intervention becomes more effective over time), but the effect on trends was slightly less than for social outcomes. Including moderators such as gender, age, disability type, and study quality reduced the amount of between-case and between-study heterogeneity. Limitations and implications of these findings are discussed.

Sign in / Sign up

Export Citation Format

Share Document