Predictors of Postschool Education/Training and Employment Outcomes for Youth With Disabilities

2017 ◽  
Vol 41 (2) ◽  
pp. 77-87 ◽  
Author(s):  
Angela M. T. Prince ◽  
Janie Hodge ◽  
William C. Bridges ◽  
Antonis Katsiyannis
Keyword(s):  
School District ◽  
Students With Disabilities ◽  
Postsecondary Education ◽  
Outcome Data ◽  
District Level ◽  
Youth With Disabilities ◽  
High Incidence ◽  
Indicator 14 ◽  
High Incidence Disabilities ◽  
The Impact

Youth with disabilities have consistently poor postschool engagement outcomes in employment and postsecondary education and training. At least once every 6 years, states are required to submit a State Performance Plan in which they report performance on the progress of students with disabilities (20 U.S.C. 1416(b)(1)). Indicator 14 requires states to collect postschool outcome data 1 year after students exit high school. The purpose of this exploratory study was to examine the impact of student-, school-, district-level, and combined (student + school + district) factors on engagement outcomes for youth with high incidence disabilities across 3 years. Findings from logistic regression analyses indicate that student-level, district-level, and combined factors were significant in predicting postschool outcomes of employment and postsecondary education.

Sufficiency of Teachers’ Access to Resources and Supports for Students With Disabilities

2021 ◽  
pp. 088840642110462
Author(s):  
Samantha A. Gesel ◽  
Lindsay Foreman-Murray ◽  
Allison F. Gilmour
Keyword(s):  
Students With Disabilities ◽  
General Educators ◽  
Release Time ◽  
Service Delivery Model ◽  
Teachers Experiences ◽  
High Incidence ◽  
Nationally Representative ◽  
Using Data ◽  
High Incidence Disabilities ◽  
And Training

Students with disabilities are served by both special and general educators, yet teachers often feel unprepared to meet the needs of these students in their classrooms. Using data from a nationally representative survey, we examined the sufficiency of teachers’ access to supports available for meeting the needs of students with high-incidence disabilities, their access to development opportunities, and the sources teachers used to access interventions. We explored differences in teachers’ experiences by grade band, service delivery model, and teacher preparation model. We found teachers of students with disabilities rated the sufficiency of access to supports between somewhat insufficient and somewhat sufficient, with the lowest ratings for planning/release time and training and information. Teachers reported greater rates of access to collaboration than professional development. Colleagues were sources for resources related to academic interventions and administrators were sources for nonacademic intervention resources. There were few significant differences in these results by teacher characteristics.

Teaching ELL Students in the Elementary Grades

2018 ◽  
pp. 236-249
Author(s):  
Sue Ellen McCalley
Keyword(s):  
Instructional Strategies ◽  
Individual Education Plan ◽  
Elementary Grades ◽  
Ell Students ◽  
High Incidence ◽  
The Individual ◽  
High Incidence Disabilities ◽  
Moderate Range ◽  
The Impact ◽  
Individual Education

This chapter presents information regarding teaching ELL students with high incidence disabilities in the mild to moderate range. Specific disabilities to be discussed are learning disabilities, dyslexia, cognitive impairments, and autism. Identification procedures and implications for the individual education plan are offered. Learning characteristics that are manifested with these disabilities are explored. Instructional strategies that are most effective for children with these disabilities are explained. The impact of ELL on the disability is discussed. Accommodations to instructional strategies for ELL students are suggested. The misidentification of ELL students as having a disability is examined as well as misplacement into special education.

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.

The Impact of IDEA Indicator 13 Compliance on Postsecondary Outcomes

2013 ◽  
Vol 37 (3) ◽  
pp. 161-167 ◽  
Author(s):  
Amy S. Gaumer Erickson ◽  
Patricia M. Noonan ◽  
Jennifer A. Brussow ◽  
Barb J. Gilpin
Keyword(s):  
Postsecondary Education ◽  
Service Providers ◽  
Career Training ◽  
Postsecondary Outcomes ◽  
Linear Relationships ◽  
Indicator 13 ◽  
Education Act ◽  
Indicator 14 ◽  
Survey Responses ◽  
The Impact

Since the revision of Individuals With Disabilities Education Act (IDEA) in 2004, experts and service providers have been operating on the untested assumption that State Performance Plan Indicator 13 (transition Individualized Education Program [IEP] compliance) is a precursor to Indicator 14 (student outcomes of engagement in postsecondary education, training, and employment). This study analyzed the relationship between Indicator 13 and Indicator 14 through bivariate linear regression. The sample included student-level secondary transition data from 352 local education agencies (LEAs) in Missouri. A total of 2,123 IEP files were reviewed using a validated checklist for compliance to the IDEA transition requirements, known as Indicator 13. Indicator 14 was measured via survey responses from 4,994 high school graduates with IEPs. Results revealed statistically significant linear relationships between LEAs’ Indicator 13 compliance data and the percentage of graduates with IEPs who completed a semester of college or a career training program. Findings suggest that alternate approaches and indicators may be needed to improve postsecondary outcomes for students with and without IEPs.

Teaching ELL Students in the Elementary Grades

2022 ◽  
pp. 474-487
Author(s):  
Sue Ellen McCalley
Keyword(s):  
Instructional Strategies ◽  
Individual Education Plan ◽  
Elementary Grades ◽  
Ell Students ◽  
High Incidence ◽  
The Individual ◽  
High Incidence Disabilities ◽  
Moderate Range ◽  
The Impact ◽  
Individual Education

This chapter presents information regarding teaching ELL students with high incidence disabilities in the mild to moderate range. Specific disabilities to be discussed are learning disabilities, dyslexia, cognitive impairments, and autism. Identification procedures and implications for the individual education plan are offered. Learning characteristics that are manifested with these disabilities are explored. Instructional strategies that are most effective for children with these disabilities are explained. The impact of ELL on the disability is discussed. Accommodations to instructional strategies for ELL students are suggested. The misidentification of ELL students as having a disability is examined as well as misplacement into special education.

The Impact of Personal Factors on Self-Determination and Early Adulthood Outcome Constructs in Youth With Disabilities

2016 ◽  
Vol 27 (4) ◽  
pp. 223-233 ◽  
Author(s):  
Karrie A. Shogren ◽  
Leslie A. Shaw
Keyword(s):  
Family Income ◽  
Research Policy ◽  
Early Adulthood ◽  
Government Support ◽  
Self Determination ◽  
Future Research ◽  
Personal Factors ◽  
High Incidence ◽  
High Incidence Disabilities ◽  
The Impact

Data from the National Longitudinal Transition Study–2 (NLTS2) were used to examine the impact of three personal factors—race/ethnicity, gender, and family income—on self-determination (i.e., autonomy, psychological empowerment, self-realization) and early adulthood outcome constructs. Findings suggest for those with high-incidence disabilities, family income predicts postsecondary education outcomes. And males with high-incidence disabilities have greater access to services and accommodations as adults, but lower use of financial supports (i.e., use of government support programs). African American youth across disability categories reported lower levels of financial independence. Females with intellectual disability reported greater social relationships but lower levels of financial support and employment. Implications for future research, policy, and practice are discussed.

Evidence-Based Learning Strategies: Preparing Students With High-Incidence Disabilities for College

2018 ◽  
Vol 54 (4) ◽  
pp. 204-211
Author(s):  
Amber B. Ray
Keyword(s):  
Students With Disabilities ◽  
Learning Strategies ◽  
College Teaching ◽  
Academically Successful ◽  
Evidence Based ◽  
Test Taking ◽  
Assignment Completion ◽  
High Incidence ◽  
Teaching Learning ◽  
High Incidence Disabilities

An increasing number of students with disabilities now attend college, but many do not complete their college program due to poor grades. This may occur because students with high-incidence disabilities often struggle acquiring the academic skills essential to success in college. Teaching learning strategies to students with high-incidence disabilities in high school can help prepare them to be academically successful in college. Learning strategies are specific techniques used to help students approach and learn content material. This article presents five strategies for learning academic content that can be taught to students with high-incidence disabilities who aim to go to college. The learning strategies incorporate mnemonics and an evidence-based practice and are intended to improve students’ listening during class, effective note taking, reading content material, assignment completion, and test taking.

scholarly journals Comparing Age- and Grade-Based Norms on the Woodcock–Johnson III Normative Update

2019 ◽  
Vol 79 (5) ◽  
pp. 855-873
Author(s):  
Allyson G. Harrison ◽  
Kaitlyn Butt ◽  
Irene Armstrong
Keyword(s):  
Learning Disabilities ◽  
Students With Disabilities ◽  
Postsecondary Education ◽  
Significant Interaction ◽  
High Stakes ◽  
Accurate Identification ◽  
Percentile Ranking ◽  
The Difference ◽  
The Impact ◽  
Woodcock Johnson

There has been a marked increase in accommodation requests from students with disabilities at both the postsecondary education level and on high-stakes examinations. As such, accurate identification and quantification of normative impairment is essential for equitable provision of accommodations. Considerable diversity currently exists in methods used to diagnose learning disabilities, including whether an impairment is normative or relative. This study investigated the impact on impairment classification if grade-based norms were used to interpret identical raw scores compared with age-based norms. Fourteen raw scores distributed equally across the adult range of the Woodcock–Johnson III Normative Update subtests were scored using norms for either age (18-29 years) or grade (13-17). The results indicate that raw scores receive a significantly lower standardized score (and thus percentile ranking) when grade-based norms are used. Furthermore, the difference between age- and grade-based scores increases dramatically as raw scores decrease, and there is a significant interaction between age and grade in the standard scores obtained. This study provides evidence to suggest that using different norms may result in different decisions about diagnoses and appropriate accommodations.

Including Students With Disabilities in Positive Behavioral Interventions and Supports: Experiences and Perspectives of Special Educators

2016 ◽  
Vol 19 (3) ◽  
pp. 143-157 ◽  
Author(s):  
Brooke C. Shuster ◽  
Jenny R. Gustafson ◽  
Abbie B. Jenkins ◽  
Blair P. Lloyd ◽  
Erik W. Carter ◽  
...  
Keyword(s):  
Students With Disabilities ◽  
Behavioral Interventions ◽  
Student Behavior ◽  
Special Educators ◽  
Research And Practice ◽  
Potential Barriers ◽  
Positive Behavioral Interventions ◽  
High Incidence ◽  
Low Incidence ◽  
High Incidence Disabilities

As interest in proactive and systematic approaches to supporting positive student behavior grows, important questions remain about the ways in which special education staff and their students participate in school-wide Positive Behavioral Interventions and Supports (PBIS). We report findings from a statewide study of 849 special educators addressing (a) their involvement in their school’s PBIS framework, (b) the ways their students with disabilities participate, (c) potential barriers to such participation, and (d) the topics and avenues through which they desire professional development. Special educators rarely participated in school-wide PBIS teams, reported variability in the extent to which their students with disabilities participated in aspects of the school’s framework, indicated that they implemented some features of the framework in their classroom more than others, and highlighted salient barriers to student involvement. The views and actions of special educators working primarily with students with low-incidence disabilities differed from those of teachers working with students with high-incidence disabilities. We discuss implications for research and practice aimed at enhancing the implementation and impact of school-wide PBIS on students with disabilities.

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