Understanding Internships for Transition-Age Students With Disabilities

2021 ◽  
pp. 004005992110188
Author(s):  
Tim Riesen ◽  
Audrey A. Trainor ◽  
Rachel Elizabeth Traxler ◽  
Lilly B. Padia ◽  
Corban Remund
Keyword(s):  
Best Practices ◽  
Students With Disabilities ◽  
Labor Laws ◽  
Secondary Educators ◽  
Transition Age ◽  
Post Secondary ◽  
Employment Skills ◽  
Fair Labor Standards Act ◽  
Secondary Employment

Secondary educators implement an array of work-based learning activities that expose transition-age students to the demands of post-secondary employment. One such strategy, internships, provides students with a formal opportunity to acquire transferable employment skills that lead to meaningful post-secondary employment outcomes. Facilitating internships for transition-aged students with disabilities, however, presents challenges for educators because internships often involve complicated and sometimes ambiguous labor laws, regulations, and provisions. This article provides secondary educators with information about how to facilitate unpaid and paid internships for students with disabilities that align with requirements established by the Fair Labor Standards Act. The article provides a case study to illustrate how schools can develop both unpaid and paid internships and concludes with recommendations for best practices.

scholarly journals Problems Redesigning University EFL Curricula: A Case Study

2021 ◽  
pp. 20
Author(s):  
Giancarla Unser-Schutz
Keyword(s):  
Best Practices ◽  
Curriculum Design ◽  
English Education ◽  
Labor Laws ◽  
Education Programs ◽  
Timely Manner ◽  
Education Policies ◽  
University Admissions ◽  
Curriculum Changes

As English education programs mature, it is common for them to need to adjust their curricula. Adapting in a timely manner can be an especially acute problem at universities, which are under pressure to respond to changes in education policies while also following regulations to maintain accreditation as degree-granting institutions. To observe how these issues affect redesigning curricula, this article undertakes a case study of one faculty currently in the midst of change. The faculty went through two major periods of changes, but as will be observed, the timing and success of these changes has been swayed by major practical and procedural issues, including restrictions on curriculum changes for accreditation purposes, changes in the labor laws, budgetary restrictions limiting hiring, and changes in university admissions examinations. The discussion considers how these issues were approached while offering observations about how best practices in curriculum design can be implemented effectively given institutional restrictions. 英語教育プログラムの成長に伴い、カリキュラム改正が必要になることが多い。日々変わる教育政策に対応しながら認可にかかわる規則を厳守することが求められる大学にはカリキュラム改正がことに困難である。いかなる問題が発生するのかを究明するため、本稿では英語教育のカリキュラム改正に取り組んでいる学部の事例研究を試みる。当該学部が２期に渡ってカリキュラム改正に取り組んできたが、改正の時期と効果が大学認可に関するカリキュラム改正の規制・雇用法律の変化・人事上の予算的制限・大学入試の変化を含む内的・外的な要因に左右された。最終的にどのように対処したのかを考察しつつ、カリキュラム改正の計画と実施をするための工夫法も提示する。

scholarly journals Guiding Professional Life-long Learning Projects: The Case of an Immersive Blended Learning Certificate | Accompagner des projets professionnels en formation continue : le cas d’un certificat de formation hybride et immersive

2015 ◽  
Vol 41 (4) ◽  
Author(s):  
Kalliopi Benetos ◽  
Daniel Peraya
Keyword(s):  
Blended Learning ◽  
Study Program ◽  
Secondary Educators ◽  
Formation Continue ◽  
Post Secondary ◽  
Face To Face ◽  
Life Long Learning ◽  
Training Professionals ◽  
Learning Projects

This case study presents a blended learning study program offered as a continuing education certificate of advanced studies for post-secondary educators and training professionals in the private, non-governmental, and public sectors. This accredited certificate program is unique in that it allows participants to propose and develop their own practical pedagogical projects. Another distinguishing characteristic is that it is offered in blended learning mode, i.e., alternating face-to-face phases with tutored distance learning phases. The pedagogical team includes one professor and one coordinator who supervise the entire program, as well as external instructors who provide individually tailored consulting on participants’ projects. During their studies, participants experience first-hand, the techno-pedagogical solutions proposed through their implementation within the program.

The Implementation of Results-Driven Accountability: A Systemic Approach to Large-Scale Initiatives

2020 ◽  
pp. 002205742094317
Author(s):  
Barbara J. Hickman
Keyword(s):  
Best Practices ◽  
Students With Disabilities ◽  
Regular Education ◽  
Large Scale ◽  
Implementation Process ◽  
Education Outcomes ◽  
Disabilities Education Act ◽  
Education Act ◽  
Science Framework

The Individuals with Disabilities Education Act has undergone revisions roughly every 5 years since inception. Despite these modifications, the academic and social outcomes for students with disabilities lag behind those of their regular education peers. Results-Driven Accountability (RDA) was initiated to improve special education outcomes and efficacy. This case study examined the implementation science framework used for RDA. The results surfaced successes and concerns with the implementation process and illuminated barriers unrelated to the RDA initiative but critical for implementation and scaling. The findings from this study may contribute to identifying best practices in large-scale systemic initiatives.

scholarly journals Ready or Not, Here They Come: Inclusion of Invisible Disabilities in Post-Secondary Education

2009 ◽  
Vol 5 (1) ◽  
Author(s):  
Karen Csoli ◽  
Sheila Bennett ◽  
Tiffany L Gallagher
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Students With Disabilities ◽  
School Level ◽  
Access To Higher Education ◽  
Post Secondary Education ◽  
Secondary Educators ◽  
Post Secondary ◽  
Invisible Disabilities ◽  
Novel Concept

In Ontario, elementary and secondary school programs such as "School Success" and legislation such as Education for All have greatly increased the success of students with disabilities. Success at the secondary school level means that more students with disabilities are choosing to attend postsecondary institutions. This paper focuses on the transition of students with invisible disabilities from secondary to post-secondary education. Universal Instructional Design is reviewed as an appropriate teaching tool for the postsecondary level, as it allows for increased access to meaningful learning experiences for students with and without disabilities. At this point in time, rights-based inclusion is still a novel concept and post-secondary educators struggle with what it means and what it looks like to include learners with disabilities. Issues that prevent the rights of individuals with special needs from being realized include access to higher education, limited funding, and employment equity.

Evidence-Based Transition Practices

2022 ◽  
pp. 1246-1267
Author(s):  
James L. Soldner ◽  
Dimity Peter ◽  
Shahrzad Sajadi ◽  
Maria Paiewonsky
Keyword(s):  
Teacher Preparation ◽  
Best Practices ◽  
Students With Disabilities ◽  
Adult Life ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Youth With Disabilities ◽  
Education Of Students ◽  
Academic Content

Preparing youth to become active and independent citizens is a critical goal for all societies. However, youth with disabilities are less likely to achieve the same adult outcomes as their non-disabled peers. Although there is a growing body of research that has identified best practices regarding the facilitation of youth with disabilities from school to an inclusive adult life, many teachers do not have the requisite skills or knowledge to facilitate this process. This chapter explores best practices in transition education for teachers beyond the academic content, identifying eight key strategies that should inform teacher preparation programs. Using a case study from Iran, this chapter critically reflects on the relevance of these strategies in an international context, where inclusion and education of students with disabilities is an emerging field.

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.

Evidence-Based Transition Practices

2019 ◽  
pp. 98-119
Author(s):  
James L. Soldner ◽  
Dimity Peter ◽  
Shahrzad Sajadi ◽  
Maria Paiewonsky
Keyword(s):  
Teacher Preparation ◽  
Best Practices ◽  
Students With Disabilities ◽  
Adult Life ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Youth With Disabilities ◽  
Education Of Students ◽  
Academic Content

Preparing youth to become active and independent citizens is a critical goal for all societies. However, youth with disabilities are less likely to achieve the same adult outcomes as their non-disabled peers. Although there is a growing body of research that has identified best practices regarding the facilitation of youth with disabilities from school to an inclusive adult life, many teachers do not have the requisite skills or knowledge to facilitate this process. This chapter explores best practices in transition education for teachers beyond the academic content, identifying eight key strategies that should inform teacher preparation programs. Using a case study from Iran, this chapter critically reflects on the relevance of these strategies in an international context, where inclusion and education of students with disabilities is an emerging field.

scholarly journals Eight Steps to School-Based Employment Training for Adolescents with Autism Spectrum Disorder and Intellectual Disability

2014 ◽  
Vol 33 (2) ◽  
pp. 1-15 ◽  
Author(s):  
Juliet E Hart Barnett ◽  
Robert Crippen
Keyword(s):  
Intellectual Disability ◽  
Students With Disabilities ◽  
Transition Planning ◽  
Autism Spectrum ◽  
Significant Disabilities ◽  
Employment Training ◽  
Post Secondary ◽  
Integrated Employment ◽  
Self Sufficiency ◽  
Secondary Employment

Despite the transition requirements mandated by IDEA, and a growing body of research supporting effective transition planning for learners with autism spectrum disorders and intellectual disability, current national surveys of transition from school to work document dismal employment outcomes for adults with significant disabilities who frequently are without employment or are under-employed. Enrollment in vocational or employment-related programs in high schooi improves post secondary employment attainment for students with disabilities. Using a restaurant organized and delivered by students with ASD and ID at their local high school as a model, the following describes eight, research-based, practical steps for teachers seeking to develop and implement high-quality, inclusive employment training programs for their students with disabilities. Implementing these steps will assist teachers in preparing students to assume post-secondary, meaningful integrated employment opportunities that are associated with greater economic self-sufficiency, social and community inclusion, and overall personal life satisfaction.

CASE STUDY OF ONLINE DISCUSSION BOARD USE IN AN ENGINEERING EDUCATION GRADUATE COURSE

2019 ◽  
Author(s):  
Alexandra Davidson ◽  
Lisa Romkey ◽  
Allison Van Beek
Keyword(s):  
Engineering Education ◽  
Online Discussion ◽  
Discussion Board ◽  
Online Discussions ◽  
Asynchronous Learning ◽  
Discussion Boards ◽  
Graduate Course ◽  
Post Secondary ◽  
Online Discussion Board

Due to the increasing prevalence of asynchronous learning platforms, the development and implementation of online discussion boards have become important considerations in the design of post-secondary learning environments. This research is conducted as a case study of the online discussion board use in a small engineering education graduate course, consisting of in-class and online discussion components. By varying the structure of the online discussion board to allow different types of student interaction, the study identifies trends in discussion board use, specifically pertaining to student participation, student collaboration, and the integration between in-class and online discussions. As a result, the study provides insight into the utility and limitations of online discussion boards in post-secondary courses.  

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