Packing the Parachute: Parents' Experiences as Their Children Prepare to Leave High School

1996 ◽  
Vol 63 (1) ◽  
pp. 75-87 ◽  
Author(s):  
Jean Whitney-Thomas ◽  
Cheryl Hanley-Maxwell
Keyword(s):  
High School ◽  
Students With Disabilities ◽  
Transition To Adulthood ◽  
School Personnel ◽  
Response Measure ◽  
Schooling Process ◽  
Transition Experiences ◽  
Parents Experiences

This study explored parents' experiences as their children prepare to leave high school and documented differences that exist in the transition experiences of parents of students with and without disabilities. Survey participants included 93 parents of students with disabilities and 111 parents of students without disabilities. Three factors were identified representing parents' (a) comfort with the transition, (b) vision for their child's future, and (c) response to the schooling process. Differences were found between the groups on a multivariate measure of their transition experiences. Significant differences were found between the groups on the Comfort and Vision measures but not on the Response measure. The results indicate that parents of students with disabiliites feel greater discomfort and pessimism than do parents of students without disabilities. Both groups of parents describe school personnel as important players in their child's transition to adulthood.

Making the Grade: College Students with Visual Impairments

1997 ◽  
Vol 91 (3) ◽  
pp. 261-270 ◽  
Author(s):  
L.W. McBroom
Keyword(s):  
College Students ◽  
High School ◽  
High School Students ◽  
Students With Disabilities ◽  
Visually Impaired ◽  
Low Vision ◽  
Visual Impairments ◽  
School Students ◽  
Transition Experiences

This study of the transition experiences of 102 college students with visual impairments (including students who are blind and students with low vision) and of the services offered for students with disabilities at 66 colleges found that the colleges provided most of the services students need to be successful. The students also described the numerous areas for which visually impaired high school students should prepare before they enter college and the skills they should develop or hone.

A Service Learning Model for Special Education Teacher Preparation in Secondary Transition Programming

2017 ◽  
Vol 41 (3) ◽  
pp. 156-165 ◽  
Author(s):  
Michael E. May ◽  
Jonathan Chitiyo ◽  
Theresa Goodin ◽  
Angie Mausey ◽  
Crystal Swan-Gravatt
Keyword(s):  
High School ◽  
Special Education ◽  
Preservice Teachers ◽  
High School Students ◽  
Service Learning ◽  
Students With Disabilities ◽  
Secondary Students ◽  
School Personnel ◽  
Learning Model ◽  
School Students

The current article describes the evaluation of a service-based learning model as part of a special education course focused on secondary programming for students with disabilities. A total of 42 preservice teachers and 21 high school juniors and seniors with disabilities actively participated in the service learning project at a local high school. Preservice teachers conducted a transition assessment, developed and implemented lesson plans for postsecondary skill development with a high school student, presented their results to local high school personnel, and completed a self-assessment of their level of confidence in transition education for secondary students. Overall, preservice teachers reported confidence in transition planning and in designing and delivering instructional opportunities based on assessment of high school students’ transition needs. Moreover, the preservice teachers met the course learning standards by working directly with high school students. Barriers and recommendations for personnel preparation and research are discussed.

Victimized for Being Different: Young Adults With Disabilities and Peer Victimization in Middle and High School

2017 ◽  
Vol 35 (19-20) ◽  
pp. 3683-3709 ◽  
Author(s):  
Caroline I. McNicholas ◽  
Pamela Orpinas ◽  
Katherine Raczynski
Keyword(s):  
High School ◽  
Students With Disabilities ◽  
Peer Victimization ◽  
Mental Health Treatment ◽  
Children With Disabilities ◽  
Emotional Health ◽  
School Personnel ◽  
Personal Characteristic ◽  
School Support ◽  
Physical Consequences

Children who are victims of peer aggression can suffer negative emotional, academic and physical consequences that can last into adulthood. Previous research indicates children with disabilities are victimized up to 4 times as often as children without disabilities. However, their unique needs are often not considered in the design and implementation of prevention interventions. The current study examined the perceived effects of family, peer, and school support among children with disabilities to protect them from or help them cope with peer victimization. In this retrospective study, college students registered with a university Disability Resource Center ( n = 161) completed an electronic survey about their recollections of peer victimization and of factors that protected them during middle and high school. Three subscales of the Social and Emotional Health Survey measured perception of family, peer, and school support. In open-ended questions, students described instances of peer victimization and of protection. Results indicated that two thirds of participants experienced peer victimization. The most frequently reported type of aggression was relational, followed by verbal. Frequency of victimization did not differ by gender. Most participants experienced victimization related to their disabilities or related to a combination of disability with another personal characteristic. Participants who reported higher levels of family and peer support experienced significantly less peer victimization. Coping with victimization took many forms such as withdrawing from peers, listening to music, and mental health treatment. Unexpectedly, some participants reported disability-related victimization from school staff. Findings highlight the high frequency of victimization and the value of educating parents, school personnel, and other students on strategies to support students with disabilities. These strategies could be incorporated into prevention programs.

scholarly journals Students with Disabilities: The Disconnect between Self Advocacy and Social Justice Practices of Teachers

2019 ◽  
Vol 3 (4) ◽  
pp. p361
Author(s):  
Leigh Gruber ◽  
Barbara Nell Martin
Keyword(s):  
College Students ◽  
High School ◽  
Community College ◽  
Social Justice ◽  
Public Schools ◽  
Students With Disabilities ◽  
School Personnel ◽  
Self Advocacy ◽  
Research And Practice ◽  
College Students With Disabilities

This paper explored the perceptions of special education staff and college students with disabilities about self-advocacy instruction through the lens of social justice. Investigated were three public schools and one community college. Data revealed differing perceptions between educators and students regarding the level of self-advocacy instruction that students with disabilities received. The implications for this research and practice include that high school personnel understands and implements principles of social justice to teach students with disabilities to have self-advocacy skills.

Alternatives to Suspension: Viewpoints of High School Personnel

2012 ◽  
Author(s):  
Pamela Fenning ◽  
Katie Dahlvig ◽  
Elizabeth Engler ◽  
Stephanie Grunewald ◽  
Katie Bradshaw ◽  
...  
Keyword(s):  
High School ◽  
School Personnel

Thinking Vertically: Facilitating Transition for Students With Disabilities

2021 ◽  
pp. 104837132110344
Author(s):  
Ellary A. Draper
Keyword(s):  
High School ◽  
Special Education ◽  
Early Intervention ◽  
Best Practices ◽  
Music Education ◽  
Students With Disabilities ◽  
Education Program ◽  
Special Educators ◽  
Individualized Education Program ◽  
Special Education Transition

Within special education, transition is a required part of a student’s Individualized Education Program, specifically the transition from school to postsecondary life. Recently, special educators have begun to investigate best practices of transition at all levels—early intervention into school, elementary to middle school, and middle to high school. Yet in music education transition is not widely discussed for students with and without disabilities. This article includes an overview of best practices of transition in special education and provides ideas on how to implement these practices in music education to better facilitate transition between schools to postsecondary life for students with disabilities.

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.

College Bound: Advice for Academically Talented Students From Recent Graduates

2019 ◽  
Vol 31 (2) ◽  
pp. 87-110
Author(s):  
Melanie S. Meyer ◽  
Jeff Cranmore
Keyword(s):  
High School ◽  
High School Graduates ◽  
School Personnel ◽  
Application Process ◽  
Senior Year ◽  
Social And Emotional ◽  
Academic Courses ◽  
Recent Graduates ◽  
Talented Students ◽  
Academically Talented Students

For students who decide to enroll in college after high school graduation, there are numerous factors to consider when searching for potential matches and choosing from the available options. Ten recent high school graduates who participated in self-selected, ability-grouped, advanced academic courses in high school were interviewed at the end of senior year. These students shared valuable lessons they learned about the college decision-making process to offer guidance to students beginning the college search, and the adults, in and out of school, who help them make those choices. Participants offered advice about preparing to apply to college, the application process, and related social and emotional considerations. Nine key themes were identified in which participants encouraged early exploration of career-related interests, a focus on person-environment fit, and managing expectations. Implications for students, parents, and school personnel are also discussed.

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