Perceptions of Students with Disabilities regarding the Value of Technology-Based Support Activities on Postsecondary Education and Employment

2004 ◽  
Vol 19 (2) ◽  
pp. 43-56 ◽  
Author(s):  
Weol Soon Kim-Rupnow ◽  
Sheryl Burgstahler
Keyword(s):  
Students With Disabilities ◽  
Postsecondary Education ◽  
Perceptions Of Students ◽  
Education And Employment

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.

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 Disproportionality Among Postsecondary Students Seeking Evaluation to Document Disabilities

2011 ◽  
Vol 31 (2) ◽  
Author(s):  
Amanda Pellegrino ◽  
Beverly Sermons ◽  
George Shaver
Keyword(s):  
Students With Disabilities ◽  
Postsecondary Education ◽  
Psychological Disorders ◽  
Postsecondary Enrollment ◽  
Hyperactivity Disorder ◽  
Service Programs ◽  
American Students ◽  
Race Ethnicity ◽  
K 12 ◽  
National Trends

<p>The race/ethnicity disproportionality in identification of special education disability classifications in K-12 education and psychological disorders in the general population has been explored for many years. Other disproportionality trends exist in postsecondary enrollment. However, there is little exploration of the convergence of these phenomena and the representation of students with disabilities in postsecondary education disability service programs. Longitudinal data collected at an evaluation center serving thirteen colleges and universities in Georgia indicate that African-American students are significantly underrepresented in seeking documentation to receive accommodations for disabilities such as learning disabilities, Attention Deficit/Hyperactivity Disorder, and psychological disorders. This trend appears to contradict national trends of proportional representation of reporting disabilities among race/ethnicity groups at postsecondary institutions.</p>

Special Education Teachers’ Perceptions of Students’ With Disabilities Ability, Instructional Needs, and Difficulties Using Visual Representations to Solve Mathematics Problems

2018 ◽  
Vol 42 (2) ◽  
pp. 175-188
Author(s):  
Delinda van Garderen ◽  
Amy Scheuermann ◽  
Apryl L. Poch
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Special Education Teachers ◽  
Mathematical Problem ◽  
Visual Representations ◽  
Training And Development ◽  
Teachers Perceptions ◽  
Mathematics Problems ◽  
Perceptions Of Students ◽  
Instructional Needs

In this article, we present findings that examined special education teachers’ perception of students’ with disabilities ability, instructional needs, and difficulties for using visual representations (VRs) as a strategy to solve mathematics problems. In addition, whether these perceptions differed by instructional grade or setting currently teaching was examined. Survey data from 97 in-service teachers revealed, regardless of instructional setting or grade level taught, that they believe students with disabilities have the ability to learn about and use VRs and need to be taught to use VRs. Furthermore, the special education teachers perceived students with disabilities to have difficulty with all aspects related to using VRs in mathematical problem-solving. Implications for teacher training and development are provided.

A Mixed Methods Study of K–12 Influences on College Participation for Students With Disabilities

2020 ◽  
Vol 43 (2) ◽  
pp. 101-114
Author(s):  
Elisabeth L. Kutscher ◽  
Elizabeth D. Tuckwiller
Keyword(s):  
Mixed Methods ◽  
Students With Disabilities ◽  
Postsecondary Education ◽  
Mixed Methods Research ◽  
Multiple Correspondence Analysis ◽  
College Participation ◽  
Quantitative Results ◽  
Education Participation ◽  
Transformative Mixed Methods ◽  
K 12

This study investigated K–12 experiences individuals with disabilities perceived as influencing their transition to and participation in postsecondary education. Using a convergent transformative mixed methods research design, the study integrated findings from interviews and surveys ( n = 13) using multiple correspondence analysis. Qualitative analyses yielded eight K–12 facilitators of postsecondary education participation. Quantitative results showed participants reported access to at least one previously identified high school predictor, high levels of self-determination, and neutral identification with a disability community. Finally, integrated findings revealed that endorsement of facilitators was associated with experiencing a challenging transition to postsecondary education. Research and practice implications are discussed.

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.

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