Secondary Transition Programming for Students With Disabilities: Accomplishments and Shortcomings

1996 ◽  
Vol 71 (4) ◽  
pp. 133-142 ◽  
Author(s):  
Carolyn Hughes ◽  
Laura T. Eisenman
Keyword(s):  
Students With Disabilities ◽  
Secondary Transition ◽  
Transition Programming

Developing Pre-Service Teachers’ Skills in Post-Secondary Transition Through Applied Practice

2021 ◽  
pp. 875687052098230
Author(s):  
Kelly Ann Swindlehurst ◽  
Ann Bassett Berry
Keyword(s):  
Students With Disabilities ◽  
Transition To Adulthood ◽  
Rural Areas ◽  
Program Improvement ◽  
Teacher Preparation Program ◽  
Secondary Transition ◽  
Preparation Program ◽  
Teachers Perceptions ◽  
Post Secondary ◽  
The Impact

The need for special educators who can support students with disabilities in the transition to adulthood is well documented in the literature. In this article, we will report on the program improvement efforts by one university to embed more evidence-based transition practices into their pre-service teacher preparation program with the support of a state personnel development grant. Key aspects of the program revision will be outlined and accompanied by online resources for faculty to utilize when seeking to improve their special education preparation program in the area of post-secondary transition. The pre-service teachers’ perceptions of the impact of the revision are included in the discussion; along with suggestions for future directions, research, and work in rural areas.

Evidence-Based Secondary Transition Predictors for Improving Postschool Outcomes for Students With Disabilities

2009 ◽  
Vol 32 (3) ◽  
pp. 160-181 ◽  
Author(s):  
David W. Test ◽  
Valerie L. Mazzotti ◽  
April L. Mustian ◽  
Catherine H. Fowler ◽  
Larry Kortering ◽  
...  
Keyword(s):  
Students With Disabilities ◽  
Evidence Based ◽  
Secondary Transition ◽  
Postschool Outcomes

Rural School-Community Partnerships: “We Take Care of Our Own!”

1994 ◽  
Vol 13 (1) ◽  
pp. 46-50 ◽  
Author(s):  
G. Franklin Elrod ◽  
Sandy D. Devlin ◽  
S. John Obringer
Keyword(s):  
Students With Disabilities ◽  
Rural Areas ◽  
School Community ◽  
Community Partnerships ◽  
Rural School ◽  
Secondary Transition ◽  
Post Secondary ◽  
Transition Training

The authors of this article present a perspective of developing rural school-community partnerships based upon a synergistic foundation that exists in most rural areas. Indicators of this synergism are identified and specific examples are provided of rural school-community partnerships directed at delivering post-secondary transition training for students with disabilities.

See You in Court! How to Avoid IDEA Transition–Related Mediations and Due Process Hearings

2019 ◽  
Vol 30 (3) ◽  
pp. 148-155
Author(s):  
Gary Greene ◽  
Leena Jo Landmark
Keyword(s):  
Special Education ◽  
School Districts ◽  
Students With Disabilities ◽  
Due Process ◽  
Transition Services ◽  
Review Literature ◽  
Small Scale ◽  
Legal Cases ◽  
Transition Programming ◽  
Education Act

School compliance with the Individuals with Disabilities Education Act (IDEA) transition services language requirements in this country has been an issue of concern to parents of students with disabilities as well as special education attorneys and advocates for quite some time. Evidence exists in special education case law about court rulings regarding poor transition programming and services provided by school districts to students with disabilities. The purpose of this article is to review literature on these legal cases, describe a small-scale study that investigated the most common transition-related issues mediated by special education attorneys in the state of California, and make recommendations to public school districts on how to avoid transition-related legal disputes on the IDEA transition services language requirements.

scholarly journals Updating the Secondary Transition Research Base: Evidence- and Research-Based Practices in Functional Skills

2020 ◽  
Vol 44 (1) ◽  
pp. 28-46
Author(s):  
Dawn A. Rowe ◽  
Valerie L. Mazzotti ◽  
Catherine H. Fowler ◽  
David W. Test ◽  
Vickie J. Mitchell ◽  
...  
Keyword(s):  
Students With Disabilities ◽  
Research Policy ◽  
Future Research ◽  
Evidence Based ◽  
Secondary Transition ◽  
Policy And Practice ◽  
Evidence Based Practices ◽  
Transition Research ◽  
Research Based Practices ◽  
Do So

Transition education should be grounded in quality research. To do so, educators need information on which practices are effective for teaching students with disabilities transition-related skills. The purpose of this systematic literature review was to identify evidence-based and research-based practices in secondary special education and transition for students with disabilities. This systematic review resulted in the identification of nine secondary transition evidence-based practices and 22 research-based practices across more than 45 different transition-related skills. The range of effects for each of the secondary transition evidence-based and research-based practices identified are also included. Limitations and implications for future research, policy, and practice are discussed.

Parental and professional perspectives on comprehensive post-secondary transition needs of youth with disabilities: An interagency case study

2021 ◽  
pp. 1-13
Author(s):  
Annemarie. Connor ◽  
Ann. Tilman ◽  
Madelyn. Isaacs ◽  
Connie. Sung
Keyword(s):  
Students With Disabilities ◽  
Service Providers ◽  
School Setting ◽  
Skills Training ◽  
Family Counseling ◽  
Secondary Transition ◽  
Thick Description ◽  
Youth With Disabilities ◽  
Post Secondary

BACKGROUND: It is critically important to identify the longstanding needs for improved post-secondary transition outcomes among youth with disabilities. OBJECTIVE: This interagency case study aimed to examine stakeholders’ perceptions regarding transition-related counseling needs of students with disabilities through analysis of thick description. METHODS: Individual interviews were conducted with stakeholders including parents, teachers, administrators, and counseling service providers who work with transition students with disabilities. RESULTS: Data analysis resulted in three overarching unmet needs: (1) equity of resources, accommodations & services, (2) life skills training/interventions, (3) individual & family counseling/guidance, and (4) interagency collaboration. CONCLUSION: In addition to identifying counseling, guidance, and case management needs of transition students with disabilities and gaining stakeholders’ perspectives and recommendations, this study also provides insights on the role of counselors in transition within a multidisciplinary school setting.

Job Performance of Transition-Age Youth with Emotional and Behavioral Disorders

2003 ◽  
Vol 69 (4) ◽  
pp. 449-465 ◽  
Author(s):  
Erik W. Carter ◽  
Joseph H. Wehby
Keyword(s):  
Job Performance ◽  
Behavioral Disorders ◽  
Emotional And Behavioral Disorders ◽  
Secondary Transition ◽  
Work Behaviors ◽  
Transition Age Youth ◽  
Transition Age ◽  
Transition Programming ◽  
Workplace Behaviors

This study examined the job performance of adolescents with emotional and behavioral disorders (E/BD). Adolescent employees with E/BD (n = 47) and their immediate supervisors (n = 47) rated (a) adolescents' performance of 50 workplace behaviors and (b) the importance of those same behaviors to success on the job. Significant discrepancies were found between supervisor's ratings of the importance of work behaviors and their ratings of adolescents' performance of the same behaviors. In addition, adolescents' ratings of their own job performance were significantly more favorable than the ratings of their supervisors. Implications of the study are discussed within the context of secondary transition programming for adolescents with E/BD.

Work-Based Learning Experiences for Students With Disabilities: Ensuring Compliance With the Fair Labor Standards Act

2019 ◽  
Vol 33 (2) ◽  
pp. 156-166
Author(s):  
Tim Riesen ◽  
Faith Thomas ◽  
Kayla Currier Kipping
Keyword(s):  
Students With Disabilities ◽  
Learning Strategies ◽  
Learning Activities ◽  
Labor Standards ◽  
Secondary Transition ◽  
Evidence Based Practices ◽  
Integrated Employment ◽  
Fair Labor Standards Act ◽  
Employment Transition ◽  
Fair Labor

BackgroundWork-based learning strategies are often used in secondary transition settings to identify a student's strengths and interest related to competitive integrated employment. Transition professional must not only understand evidence-based practices for creating and supporting work-based learning, they must also understand specific statutory provisions outlined in the Fair Labor Standards Act (FLSA).ObjectiveThis article provides a targeted review of the FLSA to highlight specific provisions that transition professionals must understand when facilitating work-based learning activities in secondary transition settings.ConclusionsThe article will conclude with specific recommendations about how to implement and supervise work-based learning in compliance with the FLSA.

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