Strengths-Based Transition Planning: A Positive Approach for Students With Learning Disabilities

2021 ◽  
pp. 105345122110475
Author(s):  
Kristopher Hawk Yeager ◽  
Malarie E. Deardorff
Keyword(s):  
Learning Disabilities ◽  
Transition Planning ◽  
Transition Services ◽  
Students With Learning Disabilities ◽  
Positive Approach ◽  
Wide Range ◽  
Transition Plan

Students with learning disabilities (LD) benefit from individualized transition services that address their strengths and assets. This article provides three steps to facilitate strengths-based transition planning, including (a) independent and guided reflection, (b) assessment, and (c) alignment of strengths to each component of the transition plan. Sample materials provide guidance on identifying a wide range of strengths, (i.e., attributes, relationships, contexts, skills) and writing positive disability impact statements, present levels, goals, and services.

scholarly journals Effect of Executive Function on Event-Based Prospective Memory for Different Forms of Learning Disabilities

2021 ◽  
Vol 12 ◽  
Author(s):  
Lili Ji ◽  
Qi Zhao ◽  
Huang Gu ◽  
Yanan Chen ◽  
Junfeng Zhao ◽  
...  
Keyword(s):  
Learning Disabilities ◽  
Executive Function ◽  
Executive Functioning ◽  
Reading Disability ◽  
Prospective Memory ◽  
Typically Developing ◽  
Students With Learning Disabilities ◽  
Wide Range ◽  
Different Types ◽  
Event Based

Students with learning disabilities (LDs) suffer from executive function deficits and impaired prospective memory (PM). Yet the specificity of deficits associated with different types of LDs is still unclear. The object of the present research was to compare subgroups of students with different forms of LDs (<25th percentile) on executive function and PM. Students with a mathematics disability (MD, n = 30), reading disability (RD, n = 27), both (RDMD, n = 27), or neither (typically developing, TD, n = 30) were evaluated on a set of executive functioning tasks (e.g., updating, inhibition, and shifting) and on PM. The results showed that students with MDs and RDMDs suffered from PM deficits. Among the subtypes of LDs, the deficit is different. The students with RDMDs showed a wide range of defects in PM, shifting, inhibition, and updating. In comparison, students with MDs experienced deficits in PM and shifting, while students with RDs experienced a deficit only in updating. For the RD group, the RDMD group and the TD group, updating, and shifting significantly predicted PM. For the MD group, only shifting significantly predicted PM performance, but PM deficits were not completely confined to shifting deficits.

Key Components of Model Transition Services for Students with Learning Disabilities

1992 ◽  
Vol 15 (2) ◽  
pp. 135-150 ◽  
Author(s):  
Jay W. Rojewski
Keyword(s):  
Learning Disabilities ◽  
Postsecondary Education ◽  
Adult Life ◽  
Transition Services ◽  
Transition Programs ◽  
Students With Learning Disabilities ◽  
Job Seeking ◽  
Model Transition ◽  
Program Components ◽  
Model Programs

Secondary-based transition programs are developed to provide instruction and support for students in transition from school to adult life. Often such programs are general in scope and designed to serve a number of students who share common characteristics (e.g., all students with mild disabilities). However, this type of program design may not adequately address the specific problems or needs of students with learning disabilities. To identify the key components of transition programs for individuals with learning disabilities, nine model programs were reviewed. Seven exemplary program components emerged: individualized planning and coordination; vocational preparation; academic remediation and support; academic, vocational, and social-personal counseling; support systems and services; job seeking and placement; and follow-up/follow-along. Together, these seven components appear to provide students with learning disabilities a set of key services and experiences needed to successfully transition from secondary/postsecondary education to employment and adult life.

Defining College Readiness for Students with Learning Disabilities: A Delphi Study

2009 ◽  
Vol 12 (4) ◽  
pp. 2156759X0901200
Author(s):  
Amy Milsom ◽  
Dietz Lauren
Keyword(s):  
Higher Education ◽  
Special Education ◽  
Learning Disabilities ◽  
College Readiness ◽  
School Counselors ◽  
Delphi Study ◽  
Transition Planning ◽  
Expert Panel ◽  
Students With Learning Disabilities ◽  
Postsecondary Transitions

A Delphi study was used to examine the construct of college readiness for students with learning disabilities. An expert panel of 29 individuals with backgrounds in special education, postsecondary transitions, higher education, and/or counseling identified and rated the importance of knowledge, skills, attitudes, and other factors they believe to be important for students with learning disabilities to be successful in college. Suggestions for how school counselors can use the results to guide postsecondary transition planning interventions are provided.

Life Span Transitions for a Student With LD

2016 ◽  
Vol 52 (3) ◽  
pp. 176-181 ◽  
Author(s):  
Therese M. Cumming ◽  
Emily N. Smedley
Keyword(s):  
Learning Disabilities ◽  
Life Span ◽  
Family Involvement ◽  
Transition Planning ◽  
Educational Transitions ◽  
Students With Learning Disabilities ◽  
The Future

Transition planning and processes can greatly influence the quality of schooling transitions for students with learning disabilities. Student-focused planning and family involvement are two integral components of transition planning that do not always receive the emphasis that they deserve. The educational transitions of one student are examined through the lens of the student and her mother, with a focus on these two areas. These experiences are compared to research-based transition practices, with recommendations for improving the process for other students with learning disabilities in the future.

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