High School Experiences That Support Post-School Success: What Can We Learn?

2022 ◽  
pp. 216514342110684
Author(s):  
Beth A. Clavenna-Deane ◽  
Wendy R. Coates
Keyword(s):  
High School ◽  
Career Development ◽  
Students With Disabilities ◽  
School Success ◽  
School Outcomes ◽  
Negative Experience ◽  
Self Advocacy ◽  
Staff Members ◽  
High School Experiences ◽  
Data Collection Process

Students with disabilities continue to lag behind their peers without disabilities in the area of post-school success. This study qualitatively analyzed individual responses from 6 years of post-school outcomes survey data in one state to identify positive experiences said to help students reach their post-school goals. Respondents reported nine themes as being the most helpful in meeting their goals after high school, including having supportive staff members, taking career development coursework, and developing success attributes such as self-advocacy. A negative experience theme also emerged in the analysis. Implications for educators are discussed related to emphasizing instruction in self-determination and career development. Implications for states are discussed related to the post-school outcomes data collection process.

Teaching High School Students With Disabilities to Advocate for Academic Accommodations

2019 ◽  
Vol 54 (3) ◽  
pp. 146-156
Author(s):  
Nancy J. Lopez ◽  
Nicole M. Uphold ◽  
Karen H. Douglas ◽  
Shaqwana Freeman-Green
Keyword(s):  
High School ◽  
High School Students ◽  
General Education ◽  
Students With Disabilities ◽  
Functional Relation ◽  
Transition Process ◽  
Future Research ◽  
Academic Accommodations ◽  
School Students ◽  
Self Advocacy

One factor that may contribute to the success of students with disabilities in postsecondary educational settings may be their ability to advocate for academic accommodations. By incorporating self-determination practices into the curriculum and transition process during high school, students with disabilities may acquire the self-advocacy skills for postsecondary settings. The purpose of this study was to examine the effects of a modified Self-Advocacy and Conflict Resolution (mSACR) training program on the ability of five high school students with high-incidence disabilities to request academic accommodations in a high school general education course. A multiple-probe-across-participants design was employed to evaluate the effects of the intervention on 14 targeted behaviors. Results indicated a functional relation between the mSACR and the ability of students to request accommodations. Findings from this study are discussed along with limitations, suggestions for future research, and implications for educational practice.

scholarly journals Constructions of Disability at a University in Hong Kong: Perspectives of Disabled Students, Staff Members, and Instructors

2011 ◽  
Vol 31 (2) ◽  
Author(s):  
Christie Gilson ◽  
Stacy Dymond
Keyword(s):  
Hong Kong ◽  
Best Practices ◽  
Students With Disabilities ◽  
Medical Model ◽  
Disabled Students ◽  
Self Advocacy ◽  
Staff Members ◽  
Willingness To Disclose ◽  
University Instructors ◽  
Medical Model Of Disability

<p>A qualitative study of university students with disabilities, instructors, and staff in Hong Kong was conducted to learn how disability was thought about and acted upon. Interviews with five disabled students, nine instructors, and six staff at a large university in Hong Kong were conducted over the course of a semester. Content analysis of the transcribed interviews yielded findings related to shame and stigma of disability, instructors&rsquo; admiration of disabled students, and disabled students&rsquo; varying levels of comfort in identifying as disabled. The medical model of disability framed how disability was viewed by many participants. Disabled students&rsquo; willingness to disclose their disabilities to university instructors varied depending on the situations they encountered. Implications from this research point to the need for articulation of best practices in self-advocacy as the presence of disability becomes more apparent and welcomed in Hong Kong and greater China.</p>

Messages From Former Students and Families: Analysis of Statements From One State’s Post-School Outcomes Survey

2018 ◽  
Vol 42 (4) ◽  
pp. 225-234
Author(s):  
Charlotte Y. Alverson ◽  
Scott H. Yamamoto
Keyword(s):  
High School ◽  
Qualitative Research ◽  
Qualitative Study ◽  
Students With Disabilities ◽  
Qualitative Data ◽  
School Outcomes ◽  
Consensual Qualitative Research ◽  
Out Of School ◽  
Descriptive Qualitative

We conducted an exploratory descriptive qualitative study on extant data of responses to the state’s open-ended question from their annual post-school outcomes survey: “ If you could tell your school one thing, what would you tell them (make a suggestion to help better prepare current students for life after high school)?” Respondents from one northwest state consisted of former students with disabilities who had been out of school for 1 year or their designee. We analyzed 1,493 statements using consensual qualitative research–modified (CQR-M) method: a modification of CQR in which large quantities of simple qualitative data are analyzed inductively. Findings clustered in four domains: advice, help, satisfaction, and awareness. Implications for stakeholders and recommendations for further research are provided.

Skills and behaviors for post-high school success for students with disabilities

2012 ◽  
Author(s):  
Maeghan N. Hennessey ◽  
James E. Martin ◽  
Robert Terry ◽  
Amber Mcconnell ◽  
Nidal Kazimi ◽  
...  
Keyword(s):  
High School ◽  
Students With Disabilities ◽  
School Success ◽  
High School Success ◽  
And Behaviors

Self-Advocacy Instruction to Teach High School Seniors With Mild Disabilities to Access Accommodations in College

2018 ◽  
Vol 40 (3) ◽  
pp. 166-176 ◽  
Author(s):  
Debra G. Holzberg ◽  
David W. Test ◽  
Dana E. Rusher
Keyword(s):  
High School ◽  
Students With Disabilities ◽  
High School Seniors ◽  
Functional Relation ◽  
Future Research ◽  
Academic Accommodations ◽  
Self Advocacy ◽  
Mild Disabilities ◽  
High Incidence Disabilities ◽  
Multiple Probe

For students with high-incidence disabilities, the transition from secondary to postsecondary educational settings poses the additional challenge of acquiring accommodations. Self-advocacy interventions have been identified as important skills for students with disabilities in accessing accommodations. The purpose of this study was to examine the effects of Self-Advocacy and Conflict Resolution (SACR) instruction on the ability of four high school seniors with mild disabilities to request and negotiate academic accommodations. Results of this multiple probe across participant study indicated a functional relation between SACR instruction and students’ ability to request and negotiate academic accommodations in a role-play situation and in situ. Implications for practice and suggestions for future research are offered.

scholarly journals Students with Disabilities: The Disconnect between Self Advocacy and Social Justice Practices of Teachers

2019 ◽  
Vol 3 (4) ◽  
pp. p361
Author(s):  
Leigh Gruber ◽  
Barbara Nell Martin
Keyword(s):  
College Students ◽  
High School ◽  
Community College ◽  
Social Justice ◽  
Public Schools ◽  
Students With Disabilities ◽  
School Personnel ◽  
Self Advocacy ◽  
Research And Practice ◽  
College Students With Disabilities

This paper explored the perceptions of special education staff and college students with disabilities about self-advocacy instruction through the lens of social justice. Investigated were three public schools and one community college. Data revealed differing perceptions between educators and students regarding the level of self-advocacy instruction that students with disabilities received. The implications for this research and practice include that high school personnel understands and implements principles of social justice to teach students with disabilities to have self-advocacy skills.

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