The Role of Technology in Preparing Youth with Disabilities for Postsecondary Education and Employment

2003 ◽  
Vol 18 (4) ◽  
pp. 7-19 ◽  
Author(s):  
Sheryl Burgstahler
Keyword(s):  
Students With Disabilities ◽  
Postsecondary Education ◽  
Information Technologies ◽  
Adult Life ◽  
Future Research ◽  
Career Outcomes ◽  
Promising Practices ◽  
Playing Field ◽  
Seamless Transition ◽  
Education And Employment

Access to electronic and information technology has the potential to promote positive postsecondary academic and career outcomes for students with disabilities. However, this potential will not be realized unless stakeholders assure that all individuals with disabilities have access to technology that promotes positive academic and career outcomes; learn to use technology in ways that contribute to positive outcomes; and experience a seamless transition of availability of technology as they move through educational and career environments. This article explores the role technology can play in helping students with disabilities make successful transitions to postsecondary studies, employment, and adult life. It (a) defines terms, (b) provides examples of electronic and information technologies and their applications in pre-college and postsecondary education and employment, (c) summarizes legal issues that apply to technology access for students with disabilities in pre-college, postsecondary, and employment settings, (d) explores promising practices, and (e) lists topics for future research. Ensuring that all of the educational and employment opportunities that technology provides are accessible to everyone will contribute to the creation of a level playing field, thereby increasing access for people with disabilities to postsecondary education and careers in high-paying jobs and, ultimately, strengthening the economy.

Factors Associated With Disability Self-Disclosure to Their Professors Among College Students With Disabilities

2019 ◽  
Vol 43 (2) ◽  
pp. 78-88
Author(s):  
George Mamboleo ◽  
Shengli Dong ◽  
Connor Fais
Keyword(s):  
Students With Disabilities ◽  
Postsecondary Education ◽  
Past Experience ◽  
Future Research ◽  
Self Disclosure ◽  
Disability Support Services ◽  
Factors Associated ◽  
Willingness To Disclose ◽  
Public Colleges And Universities ◽  
College Students With Disabilities

This study examined factors associated with disability disclosure to professors among students with disabilities ( n = 289) who either registered or did not register with disability support services (DSS) in postsecondary education from six public colleges and universities located in a Mid-Atlantic U.S. state. Past experience in requesting accommodations and perceptions of faculty’s willingness to provide accommodations were correlated with willingness to disclose disability. Multiple regression results revealed that gender, grade level, and past experience in requesting accommodations predicted students’ willingness to disclose their disabilities. Implications for counselors and transition educators working with students with disabilities are discussed, along with recommendations for future research.

scholarly journals Accessible Computer Technologies for Students With Disabilities in Canadian Higher Education

2003 ◽  
Vol 29 (2) ◽  
Author(s):  
Catherine S. Fichten ◽  
Jennison V. Asuncion ◽  
Chantal Robillard ◽  
Myrtis E. Fossey ◽  
Maria Barile
Keyword(s):  
Students With Disabilities ◽  
Postsecondary Education ◽  
Information Technologies ◽  
Service Providers ◽  
Structured Interview ◽  
Disability Service Providers ◽  
Computer Equipment ◽  
Computer Technologies ◽  
French Speaking ◽  
Materials Used

Two studies explored how well English and French speaking colleges and universities in Canada address availability and access to new computer and information technologies for individuals with disabilities. In Study 1, 156 professionals who provide disability-related supports on campus responded to structured interview questions. In Study 2, 40 professionals who work in Quebec's Francophone junior/community college system (CEGEP) participated. Results showed that most institutions had specialized adaptive computer equipment, though colleges were less likely than universities, and loan programs providing adaptive computer equipment were seen as very effective. Respondents believed they were not very knowledgeable about adaptive computer technologies and those from Francophone institutions scored lower than from Anglophone institutions. The needs of students were seen as moderately well met, with Francophone respondents more favorable than Anglophone. Respondents from Anglophone universities expressed different needs than those from Anglophone colleges or Francophone institutions. Disability service providers wished students were better equipped and prepared for the postsecondary experience, computer based teaching materials used by professors were more accessible, and more extensive support services for adaptive hardware and software available. We provide recommendations based on universal design principles that are targeted at those involved in technology integration in postsecondary education.

Family-Professional Partnerships in Postsecondary Education Programs: Perceptions of Professionals

Inclusion ◽  
2017 ◽  
Vol 5 (4) ◽  
pp. 263-278 ◽  
Author(s):  
Grace L. Francis ◽  
Ashley Stride ◽  
Sascha Reed ◽  
Chun-Yu Chiu
Keyword(s):  
High School ◽  
Intellectual Disability ◽  
Students With Disabilities ◽  
Postsecondary Education ◽  
Adult Life ◽  
Competitive Employment ◽  
Education Programs ◽  
Program Staff ◽  
Positive Experiences ◽  
Share Information

Abstract Students with intellectual disability are among the least likely to gain competitive employment, live away from their families, or attend college following high school. While family-professional partnerships can facilitate positive transitions from school into adult life among students with disabilities, professionals report being unsure of how to develop positive relationships with families. The purpose of this study was to investigate the perspectives and experiences of postsecondary education (PSE) program staff as they work with families of students enrolled in the program. Twenty-three PSE staff participated in interviews or focus groups to share information about (a) barriers to family-professional partnerships, (b) positive experiences related to family-professional partnerships, and (c) family-professional partnership strategies. Implications for practice and research are discussed.

Small Town Transition Services Model: Postsecondary Planning for Students With Autism Spectrum Disorder

2021 ◽  
pp. 875687052110279
Author(s):  
Karen Eastman ◽  
Gail Zahn ◽  
Wendy Ahnupkana ◽  
Bryson Havumaki
Keyword(s):  
High School ◽  
Autism Spectrum Disorder ◽  
Postsecondary Education ◽  
High School Transition ◽  
Transition Services ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Work Skills ◽  
Post Secondary ◽  
Education And Employment

Graduating from high school and moving to the next phase of life can be difficult for any student but is particularly so for those with autism spectrum disorder (ASD). Social and communication difficulties, sensory concerns, and narrow interests can negatively affect these students’ opportunity for postsecondary education and employment. Preparing students with ASD for post-school success may be especially challenging in rural schools, due to limited opportunities and resources. This article describes a rural high school transition services program designed to support students with ASD and other disabilities in becoming gainfully employed after high school or accessing post-secondary education. The program, designed by a student’s transition team starting in Grade 9, is based on recommendations from the literature and includes inclusion and co-teaching, work skills classes, collaboration with outside agencies, and the development of a student portfolio.

scholarly journals Available supports and resources for postsecondary students with traumatic brain injury: A systematic review of the literature

2021 ◽  
pp. 1-12
Author(s):  
Emily Tarconish ◽  
Allison Lombardi ◽  
Joseph Madaus ◽  
Ashley Taconet ◽  
Carl Coelho
Keyword(s):  
Postsecondary Education ◽  
Research Methods ◽  
Learning Strategies ◽  
Brain Injuries ◽  
Disability Services ◽  
Future Research ◽  
Postsecondary Students ◽  
Education Professionals ◽  
Concussion Management ◽  
Rigorous Research

BACKGROUND: Postsecondary students with traumatic brain injuries (TBI) are a rapidly growing population, encompassing those who sustained injuries prior to attending postsecondary education and those who endure injuries during their postsecondary studies. Not only do these individuals face a broad range of symptoms, all of which can affect academic achievement, but they also do not achieve comparable academic outcomes to their peers without disabilities. OBJECTIVE: There is a need to develop and examine the effectiveness of available supports and resources to meet the needs of these students. METHODS: Twenty-three articles were systematically reviewed to illustrate what supports are currently described in the literature for postsecondary students with TBI and what research methods were used to assess the effectiveness of these supports. RESULTS: Three categories of supports emerged, including concussion management protocols, typical study/learning strategies and accommodations, and interventions developed specifically for this population. Findings also indicated a lack of rigorous research methods used to assess these interventions’ effects. CONCLUSIONS: Implications for future research include a need for additional study of all supports and resources described in this review, and assessment of whether or not education professionals, including postsecondary disability services professionals, are aware of and using the tools and strategies addressed in this review.

Assessment of Teacher Attitudes Toward Inclusion of Students with Disabilities: A Confirmatory Factor Analysis

1997 ◽  
Vol 14 (1) ◽  
pp. 51-64 ◽  
Author(s):  
Georgios D. Sideridis ◽  
Judy P. Chandler
Keyword(s):  
Physical Education ◽  
Music Education ◽  
Students With Disabilities ◽  
Structural Equation ◽  
Structural Model ◽  
Equation Modeling ◽  
Future Research ◽  
Physical Education Teachers ◽  
The Status ◽  
Fit Index

The Teacher Integration Attitudes Questionnaire (TIAQ) was developed in order to assess the attitudes and beliefs of teachers (n = 110) with regard to the inclusion of students with disabilities in regular education settings. Using Structural Equation Modeling, the final structural model of the TIAQ comprised four constructs, namely, “Skills,” “Benefits,” “Acceptance,” and “Support.” The final model was fully supported by the derivation sample of music education teachers (n = 54) and produced a Comparative Fit Index (CFI = 1.00). The replication sample of physical education teachers (n = 56) partially supported the generality of the TIAQ, (CFI = .844). Further, the internal consistency properties of the TIAQ (Cronbach’s alpha was .77 for both samples) were satisfactory. We conclude that the psychometric properties of the TIAQ were adequate, and it can be used as a valid assessment in evaluating the status of inclusion for students with disabilities as perceived by music education and physical education teachers. However, future research is needed to support its generality with other groups of teachers and professionals.

Teacher Knowledge in Transition Planning: Does Locale Matter?

2021 ◽  
pp. 875687052110279
Author(s):  
Malarie E. Deardorff ◽  
Corey Peltier ◽  
Belkis Choiseul-Praslin ◽  
Kendra Williams-Diehm ◽  
Melissa Wicker
Keyword(s):  
Professional Development ◽  
Students With Disabilities ◽  
Teacher Knowledge ◽  
Planning Process ◽  
Transition Planning ◽  
Individualized Education Program ◽  
Future Research ◽  
Knowledge Based ◽  
Transition Plans ◽  
Education Act

The Individuals With Disabilities Education Act mandates transition planning to occur in conjunction with the individualized education program for secondary age students with disabilities beginning by age 16, or earlier. To fulfill this mandate, teachers must possess a depth of content and pedagogical knowledge related to the transition planning process. However, the majority of special educators do not receive coursework dedicated to transition in their undergraduate programming. Furthermore, teachers in under-resourced and underserved rural districts may have inequitable professional development opportunities to bolster their transition planning knowledge. This lack of transition-related education potentially leads to inadequate and noncompliant transition plans for students with disabilities. The current study examined differences in teachers’ knowledge based on locale: rural ( n = 75), suburban ( n = 48), and urban ( n = 64) from one southern state. Determining whether differences are identified by locale can inform the allocation of resources to provide high-quality, evidence-aligned professional development models to improve teacher knowledge in underserved and under-resourced rural locales. In addition, identifying gaps in teacher knowledge will inform pre-service and in-service teacher preparation. We provide an avenue of needed future research to improve transition-planning processes for students with disabilities.

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