Transition Planning: Voices of Chinese and Vietnamese Parents of Youth With Autism and Intellectual Disabilities

2020 ◽  
Vol 43 (2) ◽  
pp. 89-100 ◽  
Author(s):  
Lusa Lo ◽  
Oanh Bui
Keyword(s):  
Special Education ◽  
Intellectual Disabilities ◽  
Planning Process ◽  
Transition Planning ◽  
Family Engagement ◽  
Adult Life ◽  
Future Research ◽  
Youth With Disabilities ◽  
Research And Practice ◽  
Lack Of Information

Lack of family engagement in transition planning continues to be a challenge in special education. This study examined the experiences of Chinese and Vietnamese families of youth with disabilities toward transition planning. Results suggested that participants were eager to be engaged in the transition planning and valued the importance of transition planning activities. They wanted to ensure that their youth were equipped with skills, so they could lead a successful and independent adult life. However, schools provided little to no information regarding the transition planning process. This lack of information prevented them from being actively involved. Implications for future research and practice to enhance partnership between schools and diverse families in the development of transition planning are discussed.

Teacher Knowledge in Transition Planning: Does Locale Matter?

2021 ◽  
pp. 875687052110279
Author(s):  
Malarie E. Deardorff ◽  
Corey Peltier ◽  
Belkis Choiseul-Praslin ◽  
Kendra Williams-Diehm ◽  
Melissa Wicker
Keyword(s):  
Professional Development ◽  
Students With Disabilities ◽  
Teacher Knowledge ◽  
Planning Process ◽  
Transition Planning ◽  
Individualized Education Program ◽  
Future Research ◽  
Knowledge Based ◽  
Transition Plans ◽  
Education Act

The Individuals With Disabilities Education Act mandates transition planning to occur in conjunction with the individualized education program for secondary age students with disabilities beginning by age 16, or earlier. To fulfill this mandate, teachers must possess a depth of content and pedagogical knowledge related to the transition planning process. However, the majority of special educators do not receive coursework dedicated to transition in their undergraduate programming. Furthermore, teachers in under-resourced and underserved rural districts may have inequitable professional development opportunities to bolster their transition planning knowledge. This lack of transition-related education potentially leads to inadequate and noncompliant transition plans for students with disabilities. The current study examined differences in teachers’ knowledge based on locale: rural ( n = 75), suburban ( n = 48), and urban ( n = 64) from one southern state. Determining whether differences are identified by locale can inform the allocation of resources to provide high-quality, evidence-aligned professional development models to improve teacher knowledge in underserved and under-resourced rural locales. In addition, identifying gaps in teacher knowledge will inform pre-service and in-service teacher preparation. We provide an avenue of needed future research to improve transition-planning processes for students with disabilities.

Practicing What We Preach: Reclaiming the Promise of Multicultural Transition Programming

2018 ◽  
Vol 42 (3) ◽  
pp. 188-193
Author(s):  
Edwin Obilo Achola
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Ethnically Diverse ◽  
Career Transition ◽  
Clinical Applications ◽  
Youth With Disabilities ◽  
Research And Practice ◽  
Transition Outcomes ◽  
Transition Programming ◽  
Multicultural Research

Translating multicultural research and theory into practices that improve transition outcomes for all children especially, youth who come from predominantly culturally and ethnically diverse (CED) communities, remains a substantial challenge for career transition specialists (CTSs) today. The purpose of this article was to consider the state of transition programming for CED youth with disabilities, paying particular attention to the clinical applications of Banks’s dimensions of multicultural pedagogy in addressing inequities in transition programming. In light of this discussion, a set of five research- and practice-based tips for CTSs, special education teachers, and other members of individualized transition teams are shared.

Meaning and Value of Productivity to Adults With Intellectual Disabilities

2009 ◽  
Vol 47 (6) ◽  
pp. 413-424 ◽  
Author(s):  
Rosemary Lysaght ◽  
Hélène Ouellette-Kuntz ◽  
Carole Morrison
Keyword(s):  
Mental Health ◽  
Intellectual Disabilities ◽  
Future Research ◽  
Physical And Mental Health ◽  
Personal Projects ◽  
Social Barriers ◽  
Research And Practice ◽  
Meaningful Participation ◽  
Adults With Intellectual Disabilities

Abstract Involvement in productivity roles such as work, volunteerism, and personal projects plays a central role in the lives of most adults and is associated with enhanced physical and mental health. This study examined the meaning of productivity to adults with intellectual disabilities, their satisfaction with the roles they held, and contributors and barriers to achieving satisfying productivity outcomes. The results suggest a number of key areas to address in future research and practice, including systemic and social barriers to choice and meaningful participation.

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.

Foster parent perspectives on necessary supports for youth and their families departing foster care

2021 ◽  
pp. 146801732110137
Author(s):  
Jacqueline Huscroft-D'Angelo ◽  
Daniel Poling ◽  
Alexandra Trout
Keyword(s):  
Mental Health ◽  
Foster Care ◽  
Child Welfare ◽  
Foster Parents ◽  
Planning Process ◽  
Transition Planning ◽  
Transition Period ◽  
Community Setting ◽  
Transition Process ◽  
Future Research

Summary More than 50% of children who depart foster care will experience a permanency placement after being involved in the child welfare system. The struggles faced by children and families during the transition into the home and community setting following foster care are well-known and often result in child welfare re-entry. Presently, little is known about preparation for permanency placements or appropriate supports to aide in this critical transition period. This includes understanding the perspectives of key stakeholders such as foster parents, who are essential to the transition. This descriptive study begins to address this need by examining the perspectives of foster parents (N = 60) on: (a) transition planning, (b) the importance of specific supports and services critical during to transition period, and (c) availability of supports during the transition period. Findings Results indicate that the most frequently addressed areas during transition planning process were family, medical/physical health, and education. Participants rated mental health and safety as the most important supports for youth. Most respondents indicated being unsure about the availability of nearly all supports. However, of those reported as available, safety and mental health supports were identified most often. Application Findings have practical application for service provision and transition planning for youth and their families departing foster care to permanency placements. Specifically, a continued focus on mental health and an increase in educational supports during the transition process. These are discussed in depth as well as implications for practice. Limitations and future research are also presented.

Families Requesting Advocates for Children With Disabilities: The Who, What, When, Where, Why, and How of Special Education Advocacy

2020 ◽  
Vol 58 (2) ◽  
pp. 158-169 ◽  
Author(s):  
Samantha E. Goldman ◽  
Meghan M. Burke ◽  
Ellen G. Casale ◽  
Morgan A. Frazier ◽  
Robert M. Hodapp
Keyword(s):  
Special Education ◽  
Elementary School ◽  
Education System ◽  
Rural Areas ◽  
Future Research ◽  
Parental Rights ◽  
Structured Interviews ◽  
Research And Practice ◽  
School Services ◽  
National Norms

Abstract Because parents face barriers in advocating for their children within the special education system, some families request help from a special education advocate. In this study, we evaluated the perceptions of caregivers who requested advocacy support to understand why, for whom, when, and where the advocacy services were needed; how the advocate helped; and what the outcomes of the advocacy process were and which variables related to better outcomes. We conducted structured interviews with 36 families who had requested help and connected with an advocate over a 3-year period. Compared to national norms, families were more likely to request an advocate if their child had ASD, was in elementary school, and lived in non-rural areas. Family requests were most often for advocate attendance at IEP meetings; help to resolve disagreements with the school concerning supports and services; and information about school services and parental rights. Most advocate assistance was for a short duration, although a longer duration process, advocate attendance at meetings, and more intensive advocate assistance were all related to better outcomes. Most participants were satisfied with the advocate and with the end-result of the advocacy process. Findings are discussed in terms of implications for future research and practice.

Transitions of Students with Autism and Intellectual Disabilities in Inclusive Settings: The Nexus Between Recommended and Actual Practice

2020 ◽  
Vol 44 (1) ◽  
pp. 28-45
Author(s):  
Therese M. Cumming ◽  
Iva Strnadová ◽  
Joanne Danker
Keyword(s):  
Intellectual Disabilities ◽  
Best Practice ◽  
Transition Planning ◽  
Research Policy ◽  
Large Body ◽  
Future Research ◽  
Policy And Practice ◽  
Transition Programming ◽  
Planning Processes ◽  
Students With Autism

AbstractStudents with autism and intellectual disabilities experience many transitions during their schooling, and a large body of literature is devoted to best practices in transition planning and support. The Taxonomy for Transition Programming 2.0 is a research-based model that provides best practice suggestions to guide the planning of various transitions and contexts. The researchers aimed to use the current qualitative study to discover the transition planning practices used to support students with autism and intellectual disabilities in inclusive school settings when transitioning from primary to secondary schools and from secondary school to postschool life in New South Wales (Australia). The practices that emerged were then examined for alignment with the Taxonomy for Transition Programming 2.0. The inductive content analysis of interviews with 8 parents and 13 teachers indicated that although most of the areas of the Taxonomy are represented in the planning processes, there is room for improvement, particularly in the areas of formal individual education program and transition planning, student involvement, information sharing, and program assessment. The results highlighted the importance of formal student- and family-centred planning processes to the success of both transitions. The results were used to make further recommendations for future research, policy, and practice.

Curricular Implications of Transition Life Skills Instruction as an Integral Part of Transition Education

1997 ◽  
Vol 18 (5) ◽  
pp. 294-306 ◽  
Author(s):  
James R. Patton ◽  
Mary E. Cronin ◽  
Veda Jairrels
Keyword(s):  
Special Education ◽  
School System ◽  
Life Skills ◽  
Planning Process ◽  
Transition Planning ◽  
Proactive Approach ◽  
Federal Mandate ◽  
Approach To Teaching ◽  
Transition Education

The importance of systematic and comprehensive transition planning is promoted by a significant number of professionals in the field of special education and underscored by federal mandate. Sometimes lost in the multifaceted process of transition are the curricular features that ensure that important knowledge is covered and requisite skills are taught. The key point embedded in the transition planning process is that areas of need will be addressed before the student exits from the school system. This process functions on a reactive basis: Needs are identified, transition goals are developed, and action is taken. A well-grounded understanding of students' transition needs can lead to a more proactive approach to teaching the life skills that are critical to functioning successfully in adulthood. A variety of ways to teach transition-related topics are discussed, and examples are provided. However, the option most appropriate for certain students will depend on the settings in which they receive their education.

A Cross-Comparison Study of Reentry Intervention and Support for Engagement: Findings on Youth With Disabilities

2019 ◽  
pp. 019874291988684 ◽  
Author(s):  
Sarup R. Mathur ◽  
Heather Griller Clark ◽  
Jeff M. Gau
Keyword(s):  
Special Education ◽  
Experimental Study ◽  
General Education ◽  
Correctional Facility ◽  
Future Research ◽  
Comparison Study ◽  
Special Education Services ◽  
Youth With Disabilities ◽  
Education Services ◽  
Quasi Experimental

This article presents the findings of a 2-year-long quasi-experimental study of post-release engagement and recidivism for youth with disabilities. The effects of specialized Reentry Intervention and Support for Engagement (RISE) for youth with disabilities were compared with two other groups: (a) youth with disabilities who received traditional special education services, and (b) youth without disabilities who received traditional general education services in a juvenile correctional facility. Regardless of group, participants who were engaged in the community 30 days post-release were more likely to be engaged at 120 days and less likely to recidivate than nonengaged participants. However, compared with the two other groups, participants who received RISE services were more likely to be engaged in the community at 120 days post-release and have significantly lower rates of recidivism. We conclude our study by examining limitations, suggestions, implications for practice and policy, and future research.

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