Translating Research Into a Seamless Transition Model

2013 ◽  
Vol 38 (1) ◽  
pp. 4-13 ◽  
Author(s):  
Debra Martin Luecking ◽  
Richard G. Luecking
Keyword(s):  
School Districts ◽  
Family Involvement ◽  
Work Experience ◽  
Transition Services ◽  
Academic Preparation ◽  
Transition Model ◽  
Youth Empowerment ◽  
Transition Service ◽  
Seamless Transition ◽  
Service Collaboration

Recently, consensus among researchers and professionals has emerged about factors that contribute to postschool success of youth with disabilities. Prominent among these factors are targeted academic preparation, family involvement, youth empowerment, and service collaboration and linkages. Work experience and paid employment have been identified as being highly associated with positive postschool employment outcomes. These components are reflected in the Guideposts for Success, produced by the National Collaborative on Workforce and Disability/Youth (NCWD/Y), which represents professional consensus and extant research about what constitutes optimal transition service. The authors present a descriptive report on the implementation of a model for systematically delivering seamless transition services based on components of the NCWD/Y Guideposts. They report on how this model has been applied in 11 of the 24 county-wide school districts in Maryland for diverse special education populations, and provide preliminary data on its early impact on the students’ transition to careers.

Expanding Views on Transition

1996 ◽  
Vol 62 (6) ◽  
pp. 551-563 ◽  
Author(s):  
Jeanne B. Repetto ◽  
Vivian I. Correa
Keyword(s):  
Early Childhood ◽  
Secondary School ◽  
Program Planning ◽  
Position Paper ◽  
Transition Model ◽  
Transition Service ◽  
School Programs ◽  
Seamless Transition ◽  
Student Focus ◽  
Definition Of

This position paper defines transition from the early childhood and secondary perspectives, proposes an infrastructure for an expanded definition of transition based on common components, and advocates for a seamless model of transition service delivery in general and special education. The model includes program planning from birth through age 21, and addresses curriculum, location of services, futures planning, multiagency collaboration, and family and student focus. The article presents guidelines for implementing this seamless transition model throughout early childhood, elementary, middle, and secondary school programs.

scholarly journals The Perceptions of Nurses and Nursing Students Regarding Family Involvement in the Care of Hospitalized Adult Patients

2021 ◽  
Vol 11 (1) ◽  
pp. 133-142
Author(s):  
Faygah M. Shibily ◽  
Nada S. Aljohani ◽  
Yara M. Aljefri ◽  
Aisha S. Almutairi ◽  
Wassaif Z. Almutairi ◽  
...  
Keyword(s):  
Saudi Arabia ◽  
Nursing Students ◽  
Patient Care ◽  
Family Involvement ◽  
Work Experience ◽  
Family Members ◽  
Adult Patients ◽  
Cross Sectional ◽  
Hospital System ◽  
Centered Care

Over the past few decades, there have been concerns regarding the humanization of healthcare and the involvement of family members in patients’ hospital care. The attitudes of hospitals toward welcoming families in this respect have improved. In Arab culture, the main core of society is considered to be the family, not the individual. The objective behind involving family in patient care is to meet patients’ support needs. Consequently, this involvement affects nurses and their attitudes toward the importance of family involvement in patient care. Objectives: To describe nurses’ and nursing students’ perceptions of family involvement in the care of hospitalized adult patients in Saudi Arabia. Design: This study used a quantitative descriptive cross-sectional design. The data were collected using a convenience sampling survey via social media. Results: A total of 270 participants (staff and students) took part in this study, including 232 (85.9%) females and 38 (14.1%) males. Moreover, a high percentage of participants (78.8%) acknowledged that family presence strongly affected the improvement of the patient’s condition. However, 69.3% of participants thought that involving family members during special care processes or cardiopulmonary resuscitation (CPR) would be traumatizing for these individuals. Moreover, there was a significant diffidence between the attitudes of the nurses and nursing students toward family involvement and the number of years of employment (F = 3.60, p < 0.05). On the contrary, there were insignificant differences between the attitudes of the nurses and nursing students toward family involvement and their gender, nationality, age, education level, and years of work experience in Saudi Arabia (p > 0.05). Furthermore, the regression analysis showed a significant negative correlation between nurses’ years of employment and their support of family involvement in patient care (ß = −0.20, SE = 0.08, t = −2.70, p = 0.01). Conclusions: Nurses with more experience showed no support for family involvement in patient care. We have to consider the clinical barriers that affect nurses’ support for family involvement in patient-centered care, such as hospital polices, guidelines, and the model used for family-centered care integration in the hospital system to facilitate the interaction between healthcare providers and family members.

scholarly journals Is Online Training an Effective Workforce Development Strategy for Transition Service Providers? Results of a Comparative Study

2018 ◽  
Vol 27 (4) ◽  
pp. 235-245 ◽  
Author(s):  
Eileen M. Brennan ◽  
Claudia Sellmaier ◽  
Pauline Jivanjee ◽  
Leigh Grover
Keyword(s):  
Workforce Development ◽  
Service Provider ◽  
Service Providers ◽  
Online Training ◽  
Transition Services ◽  
Future Research ◽  
Youth Outcomes ◽  
Transition Service ◽  
Group 2 ◽  
Group 1

Service providers working with transition-aged young people with mental health disorders require specialized research-based training to better meet their needs. A 10-module interactive online training program, Promoting Positive Pathways to Adulthood (PPPA), was developed to build service provider competencies to improve outcomes for the youth with whom they work. In total, 19 organizations participated in a longitudinal quasi-experimental study that compared training outcomes for participants receiving PPPA online training only (Group 1) with those receiving PPPA online training with team-based practice activities (Group 2). Most of the 63 service providers participating in the training were females, below 40 years, had at least one college degree, and were non-Hispanic White. Both groups made significant gains in their transition-related knowledge, and their self-efficacy to provide transition services. Group 2 with additional practice activities achieved significantly higher knowledge scores than Group 1 receiving online-only training. Team-based activities evaluated by Group 2 participants as more engaging and culturally relevant were also rated as more likely to help improve practice. Future research is needed to track youth outcomes after service provider training, and to examine the organizational supports necessary to promote knowledge translation for transition service providers.

Service Integration and School to Work Transition: Customized Employment as an Outcome for Youth with Significant Disabilities

2006 ◽  
Vol 37 (4) ◽  
pp. 29-35 ◽  
Author(s):  
Nicholas J. Certo ◽  
Richard G. Luecking
Keyword(s):  
Supported Employment ◽  
Service Integration ◽  
School To Work ◽  
Significant Disabilities ◽  
Integration Model ◽  
Transition Service ◽  
Seamless Transition ◽  
Significant Disability ◽  
Successful Employment ◽  
School System Personnel

This article presents a model of transition service delivery that is designed to produce seamless transition from school to work for youth considered to have significant disability, be candidates for supported employment services, and require considerable job customization in order to maintain successful employment. This model, the Transition Service Integration Model, integrates resources to enable youth to obtain employment prior to school exit, maintain that employment upon school exit, and continue to receive employment support from a community rehabilitation agency that collaborated with school system personnel prior to school exit. This article illustrates the potential of pairing this service integration model with customized employment strategies so that youth with significant disabilities achieve successful employment outcomes.

scholarly journals Meeting, knowing, and affirming Spanish-speaking immigrant families through successful culturally responsive family engagement

2017 ◽  
Vol 2 (3) ◽  
pp. 1-18
Author(s):  
María L. Gabriel ◽  
Kevin C. Roxas ◽  
Kent Becker
Keyword(s):  
School Districts ◽  
Family Involvement ◽  
Collaborative Research ◽  
Culturally Responsive ◽  
Culturally Responsive Pedagogy ◽  
Family Engagement ◽  
Educational Leaders ◽  
Community Agencies ◽  
Spanish Speaking ◽  
Analyze Data

School districts and community agencies continue to support families with family involvement and engagement opportunities, but we question the methods utilized and the gap between the ideological beliefs utilized and the beliefs of the families being served. In this article, we analyze data from one strand of a year-long study to explain and demonstrate the successful use of culturally responsive pedagogy when applied to the development of school-family partnerships with families from immigrant backgrounds. Six Spanish-speaking parent participants in the study shared their perspectives through Photovoice, a collaborative research method. The families shared intimate descriptions of the strengths of their families, their expectations for their children in school, their own experiences with schools, and what they want educators to know about them and their families. Given the findings, we conclude the article by asserting that educational leaders must rethink traditional models, methods, and strategies of family engagement and seek to be more inclusive in engaging a broader section of families in their partnering efforts to meet, know, and affirm Spanish-speaking immigrant family members.

True Grit: Trait-Level Perseverance and Passion for Long-Term Goals Predicts Effectiveness and Retention among Novice Teachers

2014 ◽  
Vol 116 (3) ◽  
pp. 1-27 ◽  
Author(s):  
Claire Robertson-Kraft ◽  
Angela Lee Duckworth
Keyword(s):  
School Districts ◽  
Novice Teachers ◽  
Teacher Effectiveness ◽  
Low Income ◽  
Work Experience ◽  
Research Question ◽  
Binary Logistic Regression ◽  
Personal Qualities ◽  
Prospective Longitudinal

Background/Context Surprisingly little progress has been made in linking teacher effectiveness and retention to factors observable at the time of hire. The rigors of teaching, particularly in low-income school districts, suggest the importance of personal qualities that have so far been difficult to measure objectively. Purpose/Objective/Research Question/Focus of Study In this study, we examine the predictive validity of personal qualities not typically collected by school districts during the hiring process. Specifically, we use a psychological framework to explore how biographical data on grit, a disposition toward perseverance and passion for long-term goals, explains variance in novice teachers’ effectiveness and retention. Research Design In two prospective, longitudinal samples of novice teachers assigned to schools in low-income districts (N = 154 and N = 307, respectively), raters blind to outcomes followed a 7-point rubric to rate grit from information on college activities and work experience extracted from teachers’ résumés. We used independent-samples, t-tests, and binary logistic regression models to predict teacher effectiveness and retention from these grit ratings as well as from other information (e.g., SAT scores, college GPA, and interview ratings of leadership potential) available at the time of hire. Conclusions/Recommendations Grittier teachers outperformed their less gritty colleagues and were less likely to leave their classrooms midyear. Notably, no other variables in our analysis predicted either effectiveness or retention. These findings contribute to a better understanding of what leads some novice teachers to outperform others and remain committed to the profession. In addition to informing policy decisions surrounding teacher recruitment and development, this investigation highlights the potential of a psychological framework to explain why some individuals are more successful than others in meeting the rigorous demands of teaching.

Preschool Teachers’ Knowledge, Perspectives and Practices in Stem Education: An Interview Study

2021 ◽  
Vol LXIV (6) ◽  
pp. 617-633
Author(s):  
Lyubka Aleksieva ◽  
◽  
Iliana Mirtschewa ◽  
Snezhana Radeva ◽  
◽  
...  
Keyword(s):  
Early Childhood ◽  
Stem Education ◽  
Family Involvement ◽  
Preschool Teachers ◽  
Economic Status ◽  
Academic Preparation ◽  
Stem Learning ◽  
Open Questions ◽  
Technology Users ◽  
Goal Implementation

Early STEM education has a great potential to support children’s development in constructing their own knowledge, in designing, discussing and testing ideas and finding solutions to different problems. Significant role in achieving the goals of STEM education is played by the teacher, who scaffolds the learning process, builds a creative learning environment, provokes children with open questions and guides them to test their hypothesis as young scientists, mathematicians, engineers and technology users. Preschool teachers’ knowledge and perspectives could seriously influence their practices in STEM education and respectively, the fulfilment of STEM learning outcomes. It is very important to explore in depth teachers’ views and experiences thus to plan and provide appropriate courses for their academic preparation or continuous professional development. While reviewing some popular misconceptions for STEM education amongst teachers, this paper presents the results of pre- and post-interviews conducted with teachers from Bulgaria in the framework of the European multilateral Erasmus+ project №2018-1-TR01-KA203-059568 “STEM for Pre-schoolers and Their Families” (PARENTSTEM) (2018–2021). The overall goal of this project was to increase family involvement in the STEM education process of early childhood children specifically coming from low socio-economic status. As a part of this goal implementation, the project aimed to extend conceptual and pedagogical knowledge of early childhood teachers on STEM. In the frame of the project the preschool teachers-participants in the study were provided with three teacher trainings (two international and one national) and were additionally supported with the intellectual outputs of the project. This paper attempted to identify teachers’ preliminary knowledge, awareness and attitudes towards STEM conceptualization and pedagogy and to describe the relative influence of the project teacher trainings and activities on them. The results of the research unambiguously demonstrated the need for training of preschool teachers in terms of STEM education, outlining the main focuses to be considered when constructing STEM courses intended for preschool teachers.

scholarly journals Obstacles Adapted Physical Education Specialists Encounter When Developing Transition Plans

2000 ◽  
Vol 17 (2) ◽  
pp. 222-236 ◽  
Author(s):  
Deborah L. Krueger ◽  
Patrick DiRocco ◽  
Manny Felix
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
School Districts ◽  
Social Isolation ◽  
Transition Planning ◽  
Transition Services ◽  
Return Rate ◽  
Adapted Physical Education ◽  
Transition Plans ◽  
Budget Restrictions

The purpose was to ascertain what obstacles adapted physical education (APE) specialists in Wisconsin had encountered while developing physical activity leisure transition plans (LTP) in accordance with the PL 105-17 mandate on transition services. Also addressed were the reasons why some APE specialists had not written LTPs or been involved in transition planning. Participants included 155 APE specialists representing 91 school districts in Wisconsin who returned a mailed questionnaire (i.e., a 75% return rate). Results indicated that only 21% (n = 33) of the APE specialists had written a LTP. Sixty-four percent (n = 78) of the specialists who reported not having written a LTP said that they had never been asked to be part of transition planning. APE specialists who had written LTPs indicated that transportation, social isolation, and budget restrictions were the greatest barriers.

District Implementation of Research-Based Practices for Transition Planning With Culturally and Linguistically Diverse Youth With Disabilities and Their Families

2018 ◽  
Vol 42 (2) ◽  
pp. 77-86 ◽  
Author(s):  
June E. Gothberg ◽  
Gary Greene ◽  
Paula D. Kohler
Keyword(s):  
Public Schools ◽  
School Districts ◽  
Transition Planning ◽  
Linguistically Diverse ◽  
Transition Services ◽  
The United States ◽  
Culturally And Linguistically Diverse ◽  
Future Research ◽  
Youth With Disabilities ◽  
Research Based Practices

Post-school outcomes are poor for youth with disabilities, in general, but even more discouraging for certain subpopulations of individuals with disabilities, particularly those from culturally and linguistically diverse (CLD) backgrounds. The authors discuss structural inequalities in public schools which potentially contribute to the poorer transition outcomes of CLD youth with disabilities compared with their White peers with disabilities and identify 11 research-based practices (RBPs) for supporting CLD youth with disabilities and their families during the transition planning process. A study is subsequently described involving the development and implementation of a survey measuring the degree to which these 11 RBPs are being implemented in public school districts. The survey was administered during 2011 to 2016 to interdisciplinary transition teams representing more than 90 school districts in the United States who were attending state capacity-building transition services training institutes. Group consensus was sought on the 11 items appearing on the survey. Results from the study found that most school districts were not implementing any of the RBPs to any significant degree, school staff were in need of cultural competence professional development training, CLD families of transition-aged youth with disabilities lacked access to quality resources and supports, and CLD youth with disabilities lacked opportunities to strengthen their self-determination skills. Implications for practice and future research on this topic is presented and discussed.

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