Strengthening Transition Partnerships Through Community Conversation Events

2021 ◽  
Vol 53 (5) ◽  
pp. 359-368
Author(s):  
Michele A Schutz ◽  
Erik W Carter ◽  
Shimul A Gajjar ◽  
Erin A Maves
Keyword(s):  
High School ◽  
School Districts ◽  
Students With Disabilities ◽  
Student Outcomes ◽  
Local Community ◽  
Transition Programming ◽  
The People ◽  
Local Solutions ◽  
Key Steps ◽  
Successful Event

Strong collaborations are critical to successful youth transitions. Preparing students with disabilities for life after high school requires extensive partnerships within and beyond the school. However, transition educators often struggle to meaningfully engage the people and programs that exist within their local community. A community conversation event is a practical, fun, and effective way for districts to capture fresh perspectives and identify innovative, local solutions to persistent challenges in transition education. The purpose of this article is to highlight the key steps for planning for a community conversation, implementing the event, and using information gathered to inform improvements to transition programming. We draw from our work supporting 10 Tennessee school districts who hosted their own community conversations to reflect upon and improve their transition practices. We provide resources, materials, and tips for school districts to implement a successful event that leads to improvements in transition programming and student outcomes.

Using Community Conversations to Inform Transition Education in Rural Communities

2020 ◽  
pp. 002246692095033
Author(s):  
Erik W. Carter ◽  
Michele A. Schutz ◽  
Shimul A. Gajjar ◽  
Erin A. Maves ◽  
Jennifer L. Bumble ◽  
...  
Keyword(s):  
Rural Communities ◽  
School Districts ◽  
Students With Disabilities ◽  
Postsecondary Education ◽  
Local Community ◽  
Community Partnerships ◽  
Rural School ◽  
Rural School Districts ◽  
Youth With Disabilities ◽  
Transition Outcomes

Nearly one quarter of all youth with disabilities attend rural schools. Supporting the successful postschool transitions of these youth can be a complex and challenging endeavor. In this study, we used “community conversation” events as a methodology for identifying the practices and partnerships needed to improve transition outcomes for students with disabilities in rural school districts. We analyzed the diverse ideas ( n = 656) for preparing youth with disabilities for adulthood generated by a cross section of the local community in five participating rural school districts. Although practices related to employment and family engagement were prominent, fewer suggestions addressed postsecondary education and community living. Perceptions of existing school–community partnerships varied within and across districts. We offer recommendations for research and practice aimed at strengthening the capacity of rural communities to prepare their students with disabilities well for life after high school.

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.

A Brief Professional Philosophy for Teaching of High School Mathematics

1936 ◽  
Vol 29 (7) ◽  
pp. 334-339
Author(s):  
H. F. Munch
Keyword(s):  
High School ◽  
Young People ◽  
Local Community ◽  
The State ◽  
Family Group ◽  
School Mathematics ◽  
High School Mathematics ◽  
Learning Situation ◽  
The People ◽  
The Subject

One of the most important factors in success in teaching is the attitude of the teacher toward his job, toward the pupils, and toward the subject which he teaches, in short, his viewpoint with regard to these factors in the learning situation. You no doubt remember the Biblical quotation (Proverbs 29:18) “Where there is no vision the people perish.” Surely where the teacher has no vision as to his responsibilities, his opportunities, the possibilities of his job, if he has no vision as to the beauties of mathematics, its power, its eternal verity, its universality, its great value in the process of educating young people as citizens of our republic, as members of a family group, for their vocations, or to develop ethical character, the pupils perish. The teacher who has no vision as to the value to the state and to the local community of the young people who como to him for instruction, the teacher who does not sense the wonderful possibilities enshrined in them, who does not comprehend the anxiety of parents and friends for their success and welfare has not the vision to be a teacher.

MISTISISME TRADISI MAPPADENDANG DI DESA ALLAMUNGENG PATUE, KABUPATEN BONE

2020 ◽  
Author(s):  
Askar Nur
Keyword(s):  
Qualitative Method ◽  
Local Community ◽  
Descriptive Study ◽  
Ethnographic Approach ◽  
The People ◽  
Village People ◽  
Almost All ◽  
The Village

This research explains the mysticism of mappadendang tradition in Allamungeng Patue Village, Bone Regency, which is believed by the local community as a form of shielding from danger and can resist reinforcemen such as Covid-19 outbreak. This research is a descriptive study using qualitative method and an ethnographic approach. This research was carried out with the aim of identifying the mystical space in mappadendang tradition which was held in Allamungeng Patue Village. After conducting the tracing process, the researcher found that mappadendang tradition which was held in Allamungeng Patue Village, Bone Regency in July 2020 was not a tradition of harvest celebration as generally in several villages in Bone Regency, especially Bugis tribe, but mappadendang was held as a form of shielding from all distress including Covid-19 outbreak. This trust was obtained after one of the immigrants who now resides in the village dreamed of meeting an invisible figure (tau panrita) who ordered a party to be held that would bring all the village people because remembering that in the village during Covid-19 happened to almost all the existing areas in Indonesia, the people of Allamungeng Patue Village were spared from the outbreak. Spontaneously, the people of Allamungeng Patue Village worked together to immediately carry out the mappadendang tradition as a form of interpretation of the message carried by the figure.

Safe Spaces: Gay-Straight Alliances in High School

2016 ◽  
Author(s):  
Tina Fetner ◽  
Athena Elafros ◽  
Sandra Bortolin ◽  
Coralee Drechsler
Keyword(s):  
United States ◽  
High School ◽  
Young Adults ◽  
High Schools ◽  
Social Context ◽  
Qualitative Interviews ◽  
Safe Space ◽  
Safe Spaces ◽  
Complex Concept ◽  
The People

In activists' circles as in sociology, the concept "safe space" has beenapplied to all sorts of programs, organizations, and practices. However,few studies have specified clearly what safe spaces are and how theysupport the people who occupy them. In this paper, we examine one sociallocation typically understood to be a safe space: gay-straight alliancegroups in high schools. Using qualitative interviews with young adults inthe United States and Canada who have participated in gay-straightalliances, we examine the experiences of safe spaces in these groups. Weunpack this complex concept to consider some of the dimensions along whichsafe spaces might vary. Participants identified several types of safespace, and from their observations we derive three inter-related dimensionsof safe space: social context, membership and activity.

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.

From Enrollment to Membership: “Belonging” in Middle and High School Classes

1997 ◽  
Vol 22 (1) ◽  
pp. 1-15 ◽  
Author(s):  
Roberta F. Schnorr
Keyword(s):  
High School ◽  
General Education ◽  
Students With Disabilities ◽  
General Class ◽  
Secondary Level ◽  
Severe Disabilities ◽  
Education Students ◽  
General Education Students ◽  
Class Participation

This study examined the meaning of “belonging” or membership in four secondary level general education classes. One or two students with moderate or severe disabilities were enrolled in each of these classes. Participant observations and interviews were used to gain an understanding of participation and membership from the perspectives of students without disabilities who attended these classes. Findings indicated that student membership depends on affiliation with a subgroup of peers within the class. General class participation and interactions influenced an individual's status within the group, but were not enough to create member status. General education students also reported taking active steps when they joined a class to get connected with a subgroup. In these classes, only two students with disabilities connected with subgroups and were, therefore, viewed as members. Considerations are offered for promoting classroom membership for students with moderate or severe disabilities.

Barriers to work-based learning experiences: A mixed methods study of perceptions from the field

2021 ◽  
pp. 1-11
Author(s):  
Katherine W. Bromley ◽  
Kara Hirano ◽  
Angus Kittelman ◽  
Valerie L. Mazzotti ◽  
Connor McCroskey
Keyword(s):  
Mixed Methods ◽  
School Districts ◽  
Students With Disabilities ◽  
Learning Experiences ◽  
Collaborative Partnerships ◽  
Mixed Methods Approach ◽  
Employment Supports ◽  
Employment Goals ◽  
Transition Staff ◽  
Specific Barriers

BACKGROUND: Work-based learning experiences (WBLEs) are significantly associated with improved postschool employment outcomes for students with disabilities; however, little is known about the specific barriers affecting implementation of WBLEs. OBJECTIVE: The purpose of this study was to identify community-and school-related barriers to implementing WBLEs. METHODS: This study used a mixed methods approach to analyze survey data from 170 secondary transition staff providing WBLEs to students with disabilities in three states. RESULTS: Findings provided a broader understanding of critical barriers as perceived by transition staff implementing WBLEs, including limited availability of resources, transportation, and lack of willing employers. CONCLUSIONS: Collaborative partnerships between vocational agencies and school districts have the potential to address some of these barriers and improve the delivery of employment supports and WBLEs in an effort to help students achieve their postschool employment goals.

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