Transition From School to Community Life: Implications for Rehabilitation Counselors

1995 ◽  
Vol 26 (4) ◽  
pp. 34-37
Author(s):  
Maura E. Cain
Keyword(s):  
Vocational Rehabilitation ◽  
Students With Disabilities ◽  
School Counselors ◽  
Special Educators ◽  
Transition Process ◽  
Rehabilitation Counselors ◽  
Community Life ◽  
Vocational Rehabilitation Counselors ◽  
Disabilities Education Act ◽  
Education Act

This article reviews the current literature in transition counseling for students with disabilities. The Individuals with Disabilities Education Act is explained as it relates to the transition process. A parallel is drawn between those who serve students with disabilities - rehabilitation counselors, special educators, and school counselors - and their responsibilities infacilitating their transition from school to community life. Recommendations are made for vocational rehabilitation counselors to be active and creative in transition counseling for students with disabilities.

The Spirit of the Individuals with Disabilities Education Act: Collaboration Between Special Education and Vocational Rehabilitation for the Transition of Students with Disabilities

2002 ◽  
Vol 33 (4) ◽  
pp. 10-14 ◽  
Author(s):  
Claudia A. Edmondson ◽  
Hal M. Cain
Keyword(s):  
Vocational Rehabilitation ◽  
Students With Disabilities ◽  
Transition To Adulthood ◽  
Potential Benefit ◽  
Adult Life ◽  
Life Transitions ◽  
Rehabilitation Counselors ◽  
Vocational Rehabilitation Counselors ◽  
Disabilities Education Act ◽  
Education Act

This article looks at the intent of IDEA with regard to collaboration of services in the area of school to adult life transitions. In particular, the potential benefit of involving vocational rehabilitation counselors in the IEP process is discussed. An overview of the IDEA and transition is given including age requirements and IEP team constellation. Suggestions are made as to how the “spirit of the law” can be met to better serve students and young adults with disabilities through the transition to adulthood process.

Organizational Policies and Personnel Factors That Are Incentives for and Challenges to Collaboration as Identified by Statewide Transition Supervisors

2020 ◽  
pp. 104420732094354
Author(s):  
Kathleen Marie Oertle ◽  
Sheryl Bobroff ◽  
Caren L. Sax
Keyword(s):  
Vocational Rehabilitation ◽  
Students With Disabilities ◽  
Rehabilitation Counseling ◽  
Transition Services ◽  
The United States ◽  
Rehabilitation Counselors ◽  
Organizational Policies ◽  
Vocational Rehabilitation Counselors ◽  
Effective Collaboration ◽  
Workforce Innovation

In the United States, the Individuals With Disabilities Education Improvement Act (2004) and the Rehabilitation Act of 1973 as amended in the Workforce Innovation and Opportunity Act (2014) require special educators and vocational rehabilitation counselors to plan and coordinate transition services for students with disabilities. Regardless of the legislative mandates, major challenges remain for effective collaboration. The purpose of this study was to investigate statewide special education and vocational rehabilitation counseling transition supervisors’ insights on the policies that promote or present barriers to effective collaboration. Forty-eight statewide transition supervisors wrote a total of 175 comments that were analyzed using inductive content analysis. Organizational and personnel factors were identified, and specific examples of noteworthy indicators of collaboration are presented. Recommendations are offered to address the lack of policies and incentives for transition collaboration.

Fostering Strengths and Supporting the Needs of Students With Disabilities

2021 ◽  
pp. 193-213
Author(s):  
Amy Milsom ◽  
Maggie DeWeese
Keyword(s):  
Students With Disabilities ◽  
School Counselors ◽  
Academic Career ◽  
Emotional Needs ◽  
Social Emotional ◽  
College And Career ◽  
Disabilities Education Act ◽  
Counseling Interventions ◽  
Education Act ◽  
K 12

Students with disabilities often are not adequately served in schools, resulting in academic achievement gaps as well as poorer college and career outcomes compared to their peers without disabilities. Nearly 14% of students in public K-12 schools have diagnosed disabilities and receive services and accommodations either through the Individuals with Disabilities Education Act or through Section 504 of the Rehabilitation Act of 1973. School counselors are responsible for addressing the academic, career, and social-emotional needs of every student in their school, yet research consistently suggests many school counselors do not feel prepared or confident to address the needs of students with disabilities. This chapter is designed to provide an overview of the unique strengths and needs of students with disabilities, as well as a framework for conceptualizing counseling interventions. The importance of collaboration, leadership, and advocacy are discussed, as are ethical and professional development recommendations.

Utilizing Vocational Rehabilitation to Support Post-School Transition for Students With Learning Disabilities

2021 ◽  
pp. 105345122110326
Author(s):  
Andrew R. Scheef ◽  
Michelle McKnight-Lizotte
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Vocational Rehabilitation ◽  
Special Education Teachers ◽  
Transition Process ◽  
Rehabilitation Counselors ◽  
School Outcomes ◽  
Students With Learning Disabilities ◽  
Academic Goals ◽  
Vocational Rehabilitation Counselors

In addition to supporting the academic goals of students with learning disabilities, secondary special education teachers are tasked with providing services designed to improve post-school outcomes. To improve these offerings, special education teachers should ensure collaboration with vocational rehabilitation (VR) counselors during the transition process. Vocational rehabilitation counselors have unique knowledge for preparing individuals with learning disabilities to be successful in the workplace. Partnering with VR counselors may improve post-school goal acquisition for students. This article describes VR service mandates and provides recommendations for special education teachers to build relationships with VR personnel.

scholarly journals Pre-employment transition services for students with disabilities: A scoping review

2021 ◽  
pp. 1-14
Author(s):  
Elizabeth Frentzel ◽  
Zoe Geyman ◽  
Jeremy Rasmussen ◽  
Chad Nye ◽  
Kathleen M. Murphy
Keyword(s):  
Vocational Rehabilitation ◽  
Students With Disabilities ◽  
Scoping Review ◽  
Transition Services ◽  
Employment Outcomes ◽  
Rehabilitation Counselors ◽  
Effective Strategies ◽  
Vocational Rehabilitation Counselors ◽  
Employment Transition ◽  
Research Based Interventions

BACKGROUND: Students with disabilities often experience numerous challenges in terms of finding employment. Given the important role of vocational rehabilitation counselors in supporting employment activities for these students, a need exists for identifying effective strategies that increase employment outcomes for this population. OBJECTIVE: The objective of this scoping review is to examine and describe successful research- based interventions on pre-employment transition services for students with disabilities that can be used by vocational rehabilitation counselors. METHODS: The search strategy examined literature from 1998 through 2017 focused on vocational rehabilitation counselors, students with disabilities, and elements related to pre-employment transition services. Articles included American, European, and Australian literature published in English. RESULTS: This review identified a number of research-based interventions that support employment outcomes for students with disabilities. CONCLUSIONS: The research-based interventions identified in this scoping review can help vocational rehabilitation counselors consider effective strategies for increasing employment outcomes for students with disabilities.

The Meta-Analysis Review: A Valuable Resource for Special Educators

2019 ◽  
Vol 55 (3) ◽  
pp. 139-144
Author(s):  
Conrad Oh-Young ◽  
John Filler ◽  
Jennifer Buchter
Keyword(s):  
Students With Disabilities ◽  
Special Educators ◽  
Meta Analysis ◽  
Evidence Based ◽  
Valuable Resource ◽  
Related Services ◽  
Evidence Based Practices ◽  
Disabilities Education Act ◽  
Education Act ◽  
Every Student Succeeds Act

The Individuals with Disabilities Education Act (2004) and the Every Student Succeeds Act (2015) both require that educators utilize instructional practices based on evidence in the literature when providing special education and related services to students with disabilities. This article provides a description of a special type of literature review, the meta-analysis, that may be of substantial assistance to educators. The essential characteristics of a meta-analysis are described as well as how they are performed, where to find them, and how to interpret their findings. A concluding comment on the relevance of meta-analysis to the implementation of evidence-based practices is presented.

scholarly journals Status of Inclusive Educational Placement for Students With Extensive and Pervasive Support Needs

Inclusion ◽  
2017 ◽  
Vol 5 (2) ◽  
pp. 83-93 ◽  
Author(s):  
Mary E. Morningstar ◽  
Jennifer A. Kurth
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Past Research ◽  
Support Needs ◽  
Educational Placement ◽  
General Education Curriculum ◽  
Disabilities Education Act ◽  
Policies And Procedures ◽  
Education Act ◽  
Restrictive Environment

Abstract Reauthorization of the Individuals with Disabilities Education Act (IDEA) in 2004 established procedural mandates and accountability requirements ensuring all students with disabilities participate and progress in general education curriculum. Broadly speaking, improvements toward greater access have been found for many students with disabilities; however, the extent to which this holds true for students with extensive and pervasive support needs is not evident. Past research associated with least restrictive environment (LRE) for students with extensive and pervasive support needs was considered when replicating previous research using the cumulative placement rate to analyze LRE data for students with extensive and pervasive support needs (autism, intellectual disability, deaf blindness, and multiple disabilities). Results indicate that student with extensive and pervasive support needs have substantially less positive LRE placement trends over the past 15 years with most placed in separate classrooms and settings. Recommendations for transforming federal and state policies and procedures are shared.

The Foundation of Inclusion in Federal Legislation and Litigation

2017 ◽  
pp. 27-52 ◽  
Author(s):  
Mitchell L. Yell ◽  
Christine A. Christle
Keyword(s):  
Students With Disabilities ◽  
Least Restrictive Environment ◽  
Team Members ◽  
Student Placement ◽  
Placement Decisions ◽  
Disabilities Education Act ◽  
Federal Mandate ◽  
Education Act ◽  
Restrictive Environment ◽  
Historical Antecedents

The foundation of inclusion in special education law is the least restrictive environment (LRE) mandate of the Individuals with Disabilities Education Act. This federal mandate requires that all students with disabilities receive their education with students without disabilities to the maximum extent appropriate. Our purpose in this chapter is to examine the legal basis of inclusion. We first review the historical antecedents of inclusion. Second, we examine the LRE mandate and the student placement requirements of the IDEA. Third, we survey the most important case law rulings regarding LRE and the placement of students with disabilities. Fourth, we consider strategies that have been used to promote inclusive placements and briefly review the literature on these strategies. We end this chapter by offering principles to guide IEP team members in making educationally beneficial and legally correct placement decisions for students with disabilities.

Meaningful Connections: Making Inclusion Work

2018 ◽  
Vol 32 (2) ◽  
pp. 31-33 ◽  
Author(s):  
Ellary A. Draper
Keyword(s):  
Students With Disabilities ◽  
Neighborhood Schools ◽  
Individuals With Disabilities ◽  
Disabilities Education Act ◽  
Inclusive Schools ◽  
Restricted Environment ◽  
Least Restricted Environment ◽  
Education Act ◽  
Meaningful Connections

For many years, students with disabilities were educated in separate facilities on separate campuses from their same aged peers. With the original passing of what we now call the Individuals with Disabilities Education Act, these students were, and still are, required to be educated in the least restricted environment. Students with disabilities who had previously been separated were brought into their neighborhood schools. As we continue to see more and more students with disabilities in inclusive schools and classrooms, it is important that we work together and collaborate with other teachers and therapists in our schools to provide the best education to these students.

Bullying and Harassment of Students With Disabilities in Schools

2016 ◽  
Vol 37 (5) ◽  
pp. 274-284 ◽  
Author(s):  
Mitchell L. Yell ◽  
Antonis Katsiyannis ◽  
Chad A. Rose ◽  
David E. Houchins
Keyword(s):  
School District ◽  
Civil Rights ◽  
Students With Disabilities ◽  
School Personnel ◽  
Efficient Manner ◽  
Disabilities Education Act ◽  
Legal Risks ◽  
Peer Bullying ◽  
Education Act ◽  
State Educational

Bullying is a common occurrence in U.S.’s schools and is currently at the forefront of national attention. Unfortunately, students with disabilities are frequently the targets of peer-on-peer bullying. The purpose of this article is to examine the legal ramifications when students with disabilities are bullied in school settings. We address court cases, state educational agency decisions, Office of Special Education Programs (OSEP) guidance, and Office of Civil Rights (OCR) rulings that have held that bullying may violate Section 504 of the Rehabilitation Act of 1973 and the Individuals With Disabilities Education Act. School personnel must address the bullying of students with disabilities in a quick and efficient manner. In fact, these decisions show that when bullying is not stopped, school district officials and personnel may be subjecting their school districts to legal risks. We end by proposing how school district officials can develop legally sound policies for identifying, investigating, and responding to incidences of bullying of students with disabilities.

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