Perceptions of Cyber Students with High Incidence Disabilities on the Impact of Self-Determination on Post-Secondary Transition

2020 ◽  
Author(s):  
Michelle Ann Efthimiadou
Keyword(s):  
Self Determination ◽  
Secondary Transition ◽  
Post Secondary ◽  
High Incidence ◽  
High Incidence Disabilities ◽  
The Impact

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.

Developing Pre-Service Teachers’ Skills in Post-Secondary Transition Through Applied Practice

2021 ◽  
pp. 875687052098230
Author(s):  
Kelly Ann Swindlehurst ◽  
Ann Bassett Berry
Keyword(s):  
Students With Disabilities ◽  
Transition To Adulthood ◽  
Rural Areas ◽  
Program Improvement ◽  
Teacher Preparation Program ◽  
Secondary Transition ◽  
Preparation Program ◽  
Teachers Perceptions ◽  
Post Secondary ◽  
The Impact

The need for special educators who can support students with disabilities in the transition to adulthood is well documented in the literature. In this article, we will report on the program improvement efforts by one university to embed more evidence-based transition practices into their pre-service teacher preparation program with the support of a state personnel development grant. Key aspects of the program revision will be outlined and accompanied by online resources for faculty to utilize when seeking to improve their special education preparation program in the area of post-secondary transition. The pre-service teachers’ perceptions of the impact of the revision are included in the discussion; along with suggestions for future directions, research, and work in rural areas.

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.

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.

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.

Self-Determination Prospects of Youth With High-Incidence Disabilities

2009 ◽  
Vol 18 (2) ◽  
pp. 67-81 ◽  
Author(s):  
Erik W. Carter ◽  
Audrey Trainor ◽  
Laura Owens ◽  
Beth Sweden ◽  
Ye Sun
Keyword(s):  
Self Determination ◽  
High Incidence ◽  
High Incidence Disabilities

An Intervention to Promote Positive Teacher–Student Relationships and Self-Determination Among Adolescents With Emotional Disturbance

2016 ◽  
Vol 40 (3) ◽  
pp. 186-191 ◽  
Author(s):  
John Lind ◽  
Marcus Poppen ◽  
Christopher Murray
Keyword(s):  
Students With Disabilities ◽  
Emotional Disturbance ◽  
Goal Setting ◽  
Self Determination ◽  
Educational Context ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
High Incidence ◽  
High Incidence Disabilities

Positive teacher–student relationships provide adolescents with disabilities the confidence to explore new challenges in and out of the classroom. Goal-setting and self-determination skills have been consistently shown to promote healthy transition adjustment among students with disabilities. Despite the growing awareness of the importance of positive teacher–student relationships and self-determination, there is a paucity of specific strategies designed to improve teacher–student relationships while supporting self-determination for adolescents with high-incidence disabilities. This practitioner-focused article describes the Adolescent Goal-Setting Intervention (AGSI) and how it can be implemented in an educational context to promote teacher–student relationships and self-determination.

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