Comparing the Transition Planning, Postsecondary Education, and Employment Outcomes of Students With Intellectual and Other Disabilities

2011 ◽  
Vol 34 (1) ◽  
pp. 4-17 ◽  
Author(s):  
Meg Grigal ◽  
Debra Hart ◽  
Alberto Migliore
Keyword(s):  
Postsecondary Education ◽  
Transition Planning ◽  
Employment Outcomes ◽  
Education And Employment

Predicting Postsecondary Education and Employment Outcomes Using Results From the Transition Assessment and Goal Generator

2017 ◽  
Vol 41 (2) ◽  
pp. 111-121 ◽  
Author(s):  
Jennifer J. Burnes ◽  
James E. Martin ◽  
Robert Terry ◽  
Amber E. McConnell ◽  
Maeghan N. Hennessey
Keyword(s):  
High School ◽  
Grade Point Average ◽  
Postsecondary Education ◽  
Student Involvement ◽  
Transition Planning ◽  
Individualized Education Program ◽  
Employment Outcomes ◽  
Validity Evidence ◽  
Grade Point ◽  
Education And Employment

We conducted an exploratory study to investigate the relation between nonacademic behavior constructs measured by the Transition Assessment and Goal Generator (TAGG) and postsecondary education and employment outcomes for 297 high school leavers who completed the TAGG during their high school years. Four of eight TAGG constructs predicted postsecondary educational outcomes: (a) Interacting With Others, (b) Student Involvement in the Individualized Education Program (IEP), (c) Support Community, and (d) Goal Setting and Attainment. Four constructs predicted postsecondary employment outcomes: (a) Employment, (b) Student Involvement in the IEP, (c) Support Community, and (d) Interacting With Others. The addition of student grade point average (GPA) strengthened some of the models. The findings appear to add predictive validity evidence to support use of TAGG results to assist with transition planning.

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.

Predicting Participation in Postsecondary Education for School Leavers with Disabilities

1995 ◽  
Vol 62 (2) ◽  
pp. 151-164 ◽  
Author(s):  
Andrew S. Halpern ◽  
Paul Yovanoff ◽  
Bonnie Doren ◽  
Michael R. Benz
Keyword(s):  
Logistic Regression ◽  
Student Satisfaction ◽  
Postsecondary Education ◽  
Transition Planning ◽  
Parent Satisfaction ◽  
Original Study ◽  
Regression Analyses ◽  
Parent Perception

This study examined predictors of participation in postsecondary education for school leavers with disabilities, using instruments, procedures, and logistic regression analyses that were used in an original study. Both studies found six predictors to be associated with participation in postsecondary education: (a) high scores on a functional achievement inventory, (b) completing instruction successfully in certain relevant curricular areas, (c) participating in transition planning (d) parent satisfaction and (e) student satisfaction with instruction received by the student, and (f) parent perception that the student no longer needed help in certain critical skill areas.

Parent Expectations, Deaf Youth Expectations, and Transition Goals as Predictors of Postsecondary Education Enrollment

2022 ◽  
pp. 216514342110674
Author(s):  
Paige M. Johnson ◽  
Lynn A. Newman ◽  
Stephanie W. Cawthon ◽  
Harold Javitz
Keyword(s):  
Postsecondary Education ◽  
Transition Planning ◽  
School Attendance ◽  
Data Set ◽  
High Expectations ◽  
Career And Technical ◽  
Education Enrollment ◽  
Transition Plan ◽  
Transition Study ◽  
National Longitudinal Transition Study

This study used the National Longitudinal Transition Study–2 (NLTS2) data set to determine the effects of expectations and transition planning goals on the postsecondary education enrollment of deaf youth. Propensity scoring modeling results indicated that high expectations held by deaf youth and their parents significantly predicted postsecondary education attendance at 2- and 4-year college, and career and technical education (CTE) school. College enrollment as a transition planning goal for deaf youth also significantly predicted enrollment in all three types of postsecondary education institutions. Postsecondary CTE school attendance as a transition plan goal for deaf youth did not make a difference in enrollment outcomes for CTE and 2-year college, and significantly reduced their odds of attending 4-year college. Implications regarding expectations and transition plan goals are discussed.

High School to College: Transition Experiences of Young Adults With Autism

2015 ◽  
Vol 34 (1) ◽  
pp. 52-64 ◽  
Author(s):  
Charlotte Y. Alverson ◽  
Lauren E. Lindstrom ◽  
Kara A. Hirano
Keyword(s):  
High School ◽  
Young Adults ◽  
Postsecondary Education ◽  
College Transition ◽  
Transition Planning ◽  
Adults With Autism ◽  
Disability Awareness ◽  
High School To College ◽  
Transition Experiences ◽  
Transition From High School

Youth with disabilities are less likely to enroll and complete postsecondary education than their nondisabled peers. Using a qualitative, cross-case design, we investigated the high school to college transition experiences of young adults diagnosed with Asperger syndrome (AS). Data sources included a family questionnaire, review of special education records, and multiple individual interviews ( N = 27) with young adults with AS, family members, teachers, and rehabilitation counselors. Social skills, communication, and executive functioning challenges in high school continued into postsecondary education settings. Across cases, five reoccurring themes seemed to influence the transition from high school to postsecondary education: (a) motivation to attend college, (b) high levels of disability awareness, (c) intentional family supports, (d) coordinated transition planning, and (e) clear postschool goals.

scholarly journals How adolescent health influences education and employment: investigating longitudinal associations and mechanisms

2018 ◽  
Vol 72 (6) ◽  
pp. 465-470 ◽  
Author(s):  
Daniel R Hale ◽  
Russell M Viner
Keyword(s):  
Mental Health ◽  
Substance Use ◽  
Social Exclusion ◽  
Adolescent Health ◽  
Early Adolescence ◽  
Employment Outcomes ◽  
Health Conditions ◽  
Life Chances ◽  
Education And Employment

BackgroundEducation is recognised as a strong determinant of health. Yet there is increasing concern that health in adolescence may also influence educational attainments and future life chances. We examined associations between health in early adolescence and subsequent academic and employment outcomes, exploring potential mediators of these relationships to inform intervention strategies.MethodsWe used data from the Longitudinal Study of Young People in England. Adolescent health was measured at waves 1 and 2. Outcomes included educational attainment at age 16 years and being NEET (not in education, employment or training) at age 19 years. Associations were adjusted for ethnicity, area-level deprivation and early adolescent academic attainment. Where significant associations were identified, we examined the role of hypothesised mediators including attendance and truancy, classroom behaviour, substance use and psychological distress.ResultsHealth conditions in early adolescence predicted poor subsequent education and employment outcomes (ORs ranged from 1.25 to 1.72) with the exception of long-term chronic conditions and NEET status, which were unassociated. The most consistent mediating variable was social exclusion. School behaviour, truancy and substance use were significant mediators for mental health. Long-term absences mediated associations between mental health and physical health and later outcomes.ConclusionsHealth is a key component of academic and vocational achievement. Investment in health is a way of improving life chances. The identification of key mediators such as social exclusion and truancy indicate areas where screening for health conditions and provision of targeted support could improve educational, employment and health outcomes.

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