Family-Professional Partnerships in Postsecondary Education Programs: Perceptions of Professionals

Inclusion ◽  
2017 ◽  
Vol 5 (4) ◽  
pp. 263-278 ◽  
Author(s):  
Grace L. Francis ◽  
Ashley Stride ◽  
Sascha Reed ◽  
Chun-Yu Chiu
Keyword(s):  
High School ◽  
Intellectual Disability ◽  
Students With Disabilities ◽  
Postsecondary Education ◽  
Adult Life ◽  
Competitive Employment ◽  
Education Programs ◽  
Program Staff ◽  
Positive Experiences ◽  
Share Information

Abstract Students with intellectual disability are among the least likely to gain competitive employment, live away from their families, or attend college following high school. While family-professional partnerships can facilitate positive transitions from school into adult life among students with disabilities, professionals report being unsure of how to develop positive relationships with families. The purpose of this study was to investigate the perspectives and experiences of postsecondary education (PSE) program staff as they work with families of students enrolled in the program. Twenty-three PSE staff participated in interviews or focus groups to share information about (a) barriers to family-professional partnerships, (b) positive experiences related to family-professional partnerships, and (c) family-professional partnership strategies. Implications for practice and research are discussed.

An Investigation of Coping Strategies Used by College Students With Intellectual Disability

Inclusion ◽  
2020 ◽  
Vol 8 (3) ◽  
pp. 194-209
Author(s):  
Anthony J. Plotner ◽  
Jordan A. Ezell ◽  
Chelsea VanHorn-Stinnitt ◽  
Chad A. Rose
Keyword(s):  
College Students ◽  
Social Media ◽  
Intellectual Disability ◽  
Coping Strategies ◽  
Postsecondary Education ◽  
Independent Living ◽  
Adult Life ◽  
Mild Intellectual Disability ◽  
Education Programs ◽  
First Choice

Abstract Attending college can lead to many benefits including better outcomes in adult life for college graduates. This concept is applicable to all students, including students with intellectual disability who are attending institutions of higher education programs to refine social, academic, employment, and independent living skills. Similar to their typical peers, students with intellectual disability enrolled in postsecondary education programs endure levels of stress that result in the application of coping strategies necessary to navigate various social domains of college life, including romantic relationships, friendships, roommate relationships, and social media interactions. The present study utilizes survey and interview data to examine which coping strategies are used by college students with mild intellectual disability. When faced with stressful situations, almost one-third of study participants chose Planful Problem Solving as their first choice coping strategy in the Romantic domain, and almost half of respondents used it to deal with stressful situations related to Friendships. More than a third of college students with intellectual disability chose Confrontive Coping as their preferred strategy in the Roommate and Social Media domains. Findings are consistent with previous research, which suggests that young adults with intellectual disability use Problem-Focused strategies most frequently when dealing with stressful situations. Implications for research and practice are also presented and discussed.

Postschool Services and Postschool Outcomes for Individuals With Mild Intellectual Disability

2016 ◽  
Vol 40 (4) ◽  
pp. 215-224 ◽  
Author(s):  
Emily C. Bouck ◽  
Courtney Chamberlain
Keyword(s):  
Intellectual Disability ◽  
Students With Disabilities ◽  
Secondary Analysis ◽  
Adult Life ◽  
Secondary Data ◽  
Mild Intellectual Disability ◽  
Postschool Outcomes ◽  
Transition Study ◽  
Services And Supports ◽  
The Relationship

Understanding the relationship between services and outcomes is important for students with disabilities. While research exists regarding relationships between services and supports provided in school and adult life outcomes for students with disabilities, less attention is paid to the supports and services provided after students exit high school. This study was a secondary data analysis of the National Longitudinal Transition Study−2 (NLTS2) to explore the postschool experiences and services received by individuals with mild intellectual disability and to understand the relationship between receipt of postschool services and postschool outcomes. The main findings for this secondary analysis were the lack of postschool services and supports provided to individuals with mild intellectual disability, and a lack of benefit in terms of postschool outcomes if postschool services were received.

“It's Not Just About a Paycheck”: Perspectives on Employment Preparation of Students With Intellectual Disability in Federally Funded Higher Education Programs

2020 ◽  
Vol 58 (4) ◽  
pp. 328-347
Author(s):  
Daria Domin ◽  
Allison B. Taylor ◽  
Kelly A. Haines ◽  
Clare K. Papay ◽  
Meg Grigal
Keyword(s):  
Higher Education ◽  
Intellectual Disability ◽  
Postsecondary Education ◽  
The United States ◽  
Work Experiences ◽  
Education Programs ◽  
Successful Student ◽  
Employment Preparation ◽  
Paid Employment ◽  
Employment Supports

Abstract Students with intellectual disability (ID) are increasingly attending postsecondary education institutions and acquiring work experiences while completing their studies. One of the main motivations for students with ID to seek higher education is to broaden and increase their chance for finding fulfilling, paid employment in their communities. Findings from a qualitative study on staff perspectives regarding career development and employment supports and services provided to students attending Transition and Postsecondary Education Programs for Students With Intellectual Disability (TPSID) model demonstration programs in the United States are presented. Results reflect consensus across program staff regarding the goals and expectations for employment of TPSID students. Programs vary considerably in their institutional context, their partnership with other entities, and the structure of employment services, as well as the emphasis placed on paid versus unpaid employment. Some of the key strategies shared by staff regarding successful student employment practices involved outreach and engagement, visibility on campus, improving access to career services, and cultivating partnerships. As higher education continues to expand its offerings to students with ID, postsecondary education programs need to continue to emphasize and honor the importance of paid employment, and continue to seek the best methods to achieve this outcome for students with ID.

The Role of Technology in Preparing Youth with Disabilities for Postsecondary Education and Employment

2003 ◽  
Vol 18 (4) ◽  
pp. 7-19 ◽  
Author(s):  
Sheryl Burgstahler
Keyword(s):  
Students With Disabilities ◽  
Postsecondary Education ◽  
Information Technologies ◽  
Adult Life ◽  
Future Research ◽  
Career Outcomes ◽  
Promising Practices ◽  
Playing Field ◽  
Seamless Transition ◽  
Education And Employment

Access to electronic and information technology has the potential to promote positive postsecondary academic and career outcomes for students with disabilities. However, this potential will not be realized unless stakeholders assure that all individuals with disabilities have access to technology that promotes positive academic and career outcomes; learn to use technology in ways that contribute to positive outcomes; and experience a seamless transition of availability of technology as they move through educational and career environments. This article explores the role technology can play in helping students with disabilities make successful transitions to postsecondary studies, employment, and adult life. It (a) defines terms, (b) provides examples of electronic and information technologies and their applications in pre-college and postsecondary education and employment, (c) summarizes legal issues that apply to technology access for students with disabilities in pre-college, postsecondary, and employment settings, (d) explores promising practices, and (e) lists topics for future research. Ensuring that all of the educational and employment opportunities that technology provides are accessible to everyone will contribute to the creation of a level playing field, thereby increasing access for people with disabilities to postsecondary education and careers in high-paying jobs and, ultimately, strengthening the economy.

Aspirational Differences Between Students With and Without IEPs: Grades Earned Matter

2018 ◽  
Vol 41 (1) ◽  
pp. 40-49
Author(s):  
James Sinclair ◽  
V. Paul Poteat
Keyword(s):  
High School ◽  
High Schools ◽  
Postsecondary Education ◽  
Individualized Education Programs ◽  
Education Programs ◽  
Individualized Education ◽  
Research And Practice ◽  
Using Data

Using data from the 2015 Dane County Youth Assessment ( n = 12,886 students, 22 high schools), we identified disparities between students with Individualized Education Programs (IEP) and without IEPs across multiple post–high school aspirations. We identified significant IEP status × grades earned interactions in predicting students’ reported likelihood of pursuing post–high school placements. Higher reported average grades earned were more strongly associated with students’ greater reported likelihood of attending college/university for students without IEPs than for students with IEPs. Also, higher grades were associated with less likelihood of foregoing postsecondary education and only looking for a job for students without IEPs whereas this association was not significant for students with IEPs. Implications for research and practice are discussed.

Self-Determination and the Enrollment in and Completion of Postsecondary Education for Students With Disabilities

2016 ◽  
Vol 40 (4) ◽  
pp. 225-234 ◽  
Author(s):  
Stefania D. Petcu ◽  
M. Lee Van Horn ◽  
Karrie A. Shogren
Keyword(s):  
Students With Disabilities ◽  
Postsecondary Education ◽  
Psychological Empowerment ◽  
Secondary Analysis ◽  
Self Determination ◽  
Education Programs ◽  
Research And Practice ◽  
Transition Study ◽  
Using Data ◽  
National Longitudinal Transition Study

This study conducted a secondary analysis using data from the National Longitudinal Transition Study–2 (NLTS-2) to examine the degree to which three of the four essential characteristics of self-determination (autonomy, psychological empowerment, and self-realization) predict enrollment in, and completion of, postsecondary education programs for students with disabilities. Results suggest autonomy and psychological empowerment influence students’ enrollment in postsecondary education programs; higher levels of autonomy in females increase their odds of enrolling in a 4-year university; and students attending a rural school with higher levels of psychological empowerment are less likely to enroll in a 4-year university. Self-realization was the only characteristic that affected students’ completion of a postsecondary education program. Implications of the findings for research and practice are discussed.

The Continuum of Support for Building Intimacy Knowledge in College for Students With Intellectual Disability

2021 ◽  
Vol 59 (6) ◽  
pp. 472-486
Author(s):  
Chelsea VanHorn Stinnett ◽  
Anthony J. Plotner ◽  
Kathleen J. Marshall
Keyword(s):  
College Students ◽  
High School ◽  
Intellectual Disability ◽  
Postsecondary Education ◽  
Sexual Relationships ◽  
Future Research ◽  
Choice Making ◽  
Knowledge Types ◽  
Family Home ◽  
The Continuum

Abstract Postsecondary education (PSE) programs allow for college students with intellectual disability to experience a higher level of autonomy in choice making, which they may not have experienced in their family home or high school. This includes choice making related to romantic and sexual relationships. The Continuum of Support for Intimacy Knowledge in College Survey (CoSIK-C) was used to examine how PSE programs support college students in building their intimacy knowledge. Types of resources and services used to build intimacy knowledge and the frequency and context in which support was provided were identified and varied across programs. Implications for practice and future research are provided.

Stability and Change in Emotional Intelligence: Exploring the Transition to Young Adulthood

2005 ◽  
Vol 26 (2) ◽  
pp. 100-106 ◽  
Author(s):  
James D.A. Parker ◽  
Donald H. Saklofske ◽  
Laura M. Wood ◽  
Jennifer M. Eastabrook ◽  
Robyn N. Taylor
Keyword(s):  
High School ◽  
Emotional Intelligence ◽  
Postsecondary Education ◽  
Life Transition ◽  
Full Time ◽  
Major Life ◽  
Long Term Stability ◽  
Time Period ◽  
Transition From High School

Abstract. The concept of emotional intelligence (EI) has attracted growing interest from researchers working in various fields. The present study examined the long-term stability (32 months) of EI-related abilities over the course of a major life transition (the transition from high school to university). During the first week of full-time study, a large group of undergraduates completed the EQ-i:Short; 32 months later a random subset of these students (N = 238), who had started their postsecondary education within 24 months of graduating from high school, completed the measures for a second time. The study found EI scores to be relatively stable over the 32-month time period. EI scores were also found to be significantly higher at Time 2; the overall pattern of change in EI-levels was more than can be attributed to the increased age of the participants.

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