A systematic review of post-secondary transition interventions for youth with disabilities

2018 ◽  
Vol 41 (21) ◽  
pp. 2492-2505 ◽  
Author(s):  
Sally Lindsay ◽  
De-Lawrence Lamptey ◽  
Elaine Cagliostro ◽  
Dilakshan Srikanthan ◽  
Neda Mortaji ◽  
...  
Keyword(s):  
Systematic Review ◽  
Secondary Transition ◽  
Youth With Disabilities ◽  
Post Secondary

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.

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.

scholarly journals Post‐secondary students with symptoms of psychosis: A mixed‐methods systematic review

2020 ◽  
Vol 29 (4) ◽  
pp. 590-607
Author(s):  
Victoria A. Sanderson ◽  
Amanda Digel Vandyk ◽  
Ian D. Graham ◽  
Sophie Lightfoot ◽  
Mackenzie Murawsky ◽  
...  
Keyword(s):  
Systematic Review ◽  
Mixed Methods ◽  
Secondary Students ◽  
Post Secondary ◽  
Post Secondary Students

scholarly journals WHAT RESEARCH AND EVALUATION METHODS HAVE BEEN USED TO STUDY COGNITIVE AND NON-COGNITIVE FACTORS IN STUDENT TRANSITION BETWEEN HIGH SCHOOL AND FIRST YEAR POST-SECONDARY EDUCATION?

2019 ◽  
Author(s):  
Sheng Lun (Christine) Cao ◽  
Elena Rangelova ◽  
Robyn Paul
Keyword(s):  
Evaluation Methods ◽  
Cognitive Factors ◽  
First Year ◽  
Secondary Transition ◽  
Research Methodologies ◽  
Student Transition ◽  
Post Secondary ◽  
Analysis Techniques ◽  
Cognitive Studies ◽  
Wide Range

Students undergoing post-secondary transition are impacted by cognitive and non-cognitive factors. This paper will review available literature on the factors, which affect students during the post-secondary transition and perform a comparative analysis to compare and summarize what research and evaluation methods are used in these studies. The research methodologies described in each study are scrutinized, and details in the methodology used are tabulated and compared. Non-cognitive studies generally prefer medium-sized (N=100 to 500) samples, assessed with numerically-scored pre-established questionnaires, whereas cognitive studies do not show a specific sample size or assessment preferences. However, cognitive studies are shown to employ a wide range of data analysis techniques, whereas non-cognitive studies heavily prefer statistical analysis only. A proposed framework is extracted to describe the preferred research methodologies for investigations into cognitive and non-cognitive factors.

Applied Interventions in College Settings to Assist Adult Students with Autism Spectrum Disorder: A Systematic Review of the Literature

2018 ◽  
Vol 49 (3) ◽  
pp. 39-45
Author(s):  
Ryan T. Paskins ◽  
Anna M. Brady ◽  
Jared C. Schultz
Keyword(s):  
Systematic Review ◽  
Experimental Design ◽  
Adult Students ◽  
Autism Spectrum ◽  
Design Studies ◽  
Post Secondary ◽  
Structural Support ◽  
Number Of Children ◽  
Students With Autism ◽  
Spectrum Disorders

With the increase in the number of children with autism spectrum disorders (ASD), it is likely many of them will enter post-secondary education settings. To provide an understanding of ASD in higher education, this article reports the results of a systematic review of experimental design interventions used with college students with ASD. Overall, seven articles describing experimental design studies met the inclusion criteria. This small number of articles and participants highlights the scarcity of research on this topic. These studies described video-self modeling, cognitive behavior therapy, peer support, biofeedback, and structural support as current interventions. The limitations of our understanding of effective college programming for individuals with ASD, and the lack of research in this area are discussed.

Adjustment to college and prediction of depression during post-secondary transition

2017 ◽  
Vol 33 (4) ◽  
pp. 727-748
Author(s):  
Diane Marcotte ◽  
Thierno M. O. Diallo ◽  
Marie-Laurence Paré
Keyword(s):  
Secondary Transition ◽  
Post Secondary ◽  
Adjustment To College
Sign in / Sign up

Export Citation Format

Share Document