scholarly journals Examining Post-School Outcomes of Indonesian Secondary Students with Disabilities: A Policy Document Analysis

2021 ◽  
Vol 8 (02) ◽  
pp. 387-403
Author(s):  
Toni Ariwijaya
Keyword(s):  
High School Students ◽  
General Education ◽  
Students With Disabilities ◽  
Secondary Students ◽  
Community Involvement ◽  
Independent Living ◽  
Document Analysis ◽  
School Outcomes ◽  
School Students ◽  
Policy Document

There are no national laws in Indonesia which requires educational authorities to provide Invidualised Transition Plans (ITPs) towards high school students with disabilities. It leads issues as to low education attainments the students from this population have as well as small numbers of the students entering universities and job markets. In lieu of legislations, it is argued that Indonesia has signed international agreement and policies which are actually meant to provide ITPs to secondary students with disabilities to improve their post school outcomes – education, employment and independent living – for this vulnerable group. Hence, document analysis methods were employed in this research to analyse the international, national and local policies that the country has been signed through analyzing the statements aligned with evidence-based transition skills and predictors. The method employed by O’Neill et al. (2016) was replicated to condense the list of practices in the NTACT website into broader categories to address youths academic, employment, and independent living needs. As for the international policy, 19 transition-aligned statements were found, accounting for community involvement, interagency collaboration and inclusion in general education. Meanwhile for the national policy documents, only 15 statements were aligned. Implication for policymakers and educational jurisdictions are also discussed.

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.

Review of Interventions Supporting Secondary Students with Intellectual Disability in General Education Classes

2019 ◽  
Vol 44 (2) ◽  
pp. 103-121 ◽  
Author(s):  
Emily M. Kuntz ◽  
Erik W. Carter
Keyword(s):  
High School Students ◽  
Intellectual Disability ◽  
General Education ◽  
Secondary Students ◽  
Management Strategies ◽  
Future Research ◽  
Educational Placement ◽  
Mediated Communication ◽  
School Students ◽  
The Impact

Instruction and support for students with intellectual disability in general education classes should be informed by research-based interventions. In this systematic review, we examined the focus and impact of interventions delivered in inclusive classes to support middle and high school students with intellectual disability. We identified 40 intervention studies involving 177 secondary students with intellectual disability attending a range of core academic and elective classes. These multicomponent interventions fell within five primary categories: systematic instruction, peer support arrangements, self-management strategies, peer-mediated communication interventions, and educational placement changes. Although the overall focus was fairly balanced across academic, social, and behavioral outcomes, each intervention approach prioritized somewhat different dependent measures. Moreover, although the impact of the interventions on most outcomes was positive, the methodological quality of these studies was somewhat varied. We offer recommendations for future research and practice aimed at strengthening the availability and implementation of effective interventions within inclusive secondary school classes.

Collaboration Between Rehabilitation Counselors and Secondary Educational Institutions to Optimize Successful Outcomes for High School Students with Disabilities

2014 ◽  
Vol 45 (1) ◽  
pp. 18-24 ◽  
Author(s):  
Katherine M. Kline ◽  
Charity Anne Kurz
Keyword(s):  
High School Students ◽  
Students With Disabilities ◽  
Independent Living ◽  
Positive Impact ◽  
Transition Services ◽  
Rehabilitation Counselors ◽  
Educational Institutions ◽  
School Students ◽  
Youth With Disabilities ◽  
Service Training

This article highlights the need for a collaborative approach to transition services for youth with disabilities. Evidence of the positive impact of collaboration is presented, followed by indications that transition professionals are failing to engage in these activities. The lack of collaboration practiced by transition professionals can be partially attributed to the myriad of skills sets, pre-service training activities and employment settings in which these professionals enter into. The purpose of this article is to present an outcome-based model of collaboration between rehabilitation counselors and secondary educational institutions to aid in the transition of youth with disabilities to achieve their post-secondary goals (e.g., secondary education, secondary training, paid employment, independent living).

A Service Learning Model for Special Education Teacher Preparation in Secondary Transition Programming

2017 ◽  
Vol 41 (3) ◽  
pp. 156-165 ◽  
Author(s):  
Michael E. May ◽  
Jonathan Chitiyo ◽  
Theresa Goodin ◽  
Angie Mausey ◽  
Crystal Swan-Gravatt
Keyword(s):  
High School ◽  
Special Education ◽  
Preservice Teachers ◽  
High School Students ◽  
Service Learning ◽  
Students With Disabilities ◽  
Secondary Students ◽  
School Personnel ◽  
Learning Model ◽  
School Students

The current article describes the evaluation of a service-based learning model as part of a special education course focused on secondary programming for students with disabilities. A total of 42 preservice teachers and 21 high school juniors and seniors with disabilities actively participated in the service learning project at a local high school. Preservice teachers conducted a transition assessment, developed and implemented lesson plans for postsecondary skill development with a high school student, presented their results to local high school personnel, and completed a self-assessment of their level of confidence in transition education for secondary students. Overall, preservice teachers reported confidence in transition planning and in designing and delivering instructional opportunities based on assessment of high school students’ transition needs. Moreover, the preservice teachers met the course learning standards by working directly with high school students. Barriers and recommendations for personnel preparation and research are discussed.

Supported eText: Effects of Text-to-Speech on access and Achievement for High School Students with Disabilities

2009 ◽  
Vol 24 (3) ◽  
pp. 9-20 ◽  
Author(s):  
Margo Vreeburg Izzo ◽  
Amanda Yurick ◽  
Bianca McArrell
Keyword(s):  
High School ◽  
High School Students ◽  
General Education ◽  
Students With Disabilities ◽  
Assistive Technologies ◽  
Future Research ◽  
Text To Speech ◽  
School Students ◽  
General Education Curriculum ◽  
Reversal Design

Students with disabilities often lack the skills required to access the general education curriculum and achieve success in school and postschool environments. Evidence suggests that using assistive technologies such as digital texts and translational supports enhances outcomes for these students (Anderson-Inman & Horney, 2007). The purpose of the current study was to examine the effects of a text-to-speech screen reader program on the academic achievement of high school students with disabilities in an online transition curriculum emphasizing information literacy. The text-to-speech support was introduced and withdrawn in a reversal design across 10 curriculum units. Findings suggest that the text-to-speech support increased unit quiz and reading comprehension performance with large effect sizes. Implications for practice and future research are discussed.

Peer Interactions and Sociometric Status of High School Students with Moderate or Severe Disabilities in General Education Classrooms

2000 ◽  
Vol 25 (3) ◽  
pp. 142-152 ◽  
Author(s):  
Keli Mu ◽  
Ellin B. Siegel ◽  
Rose M. Allinder
Keyword(s):  
High School ◽  
High School Students ◽  
General Education ◽  
Social Status ◽  
Students With Disabilities ◽  
Peer Interactions ◽  
Peer Acceptance ◽  
Severe Disabilities ◽  
School Students ◽  
The Social

We examined the social status of six high school students with moderate or severe disabilities in general education cooking classes and compared their social interaction behaviors with those of peers without disabilities. The peers without disabilities who participated were selected from an “average” group based on peer nomination sociometric assessments. Results showed that the social status of the students with disabilities varied. Although no participating students with disabilities were classified as “popular” among their peers, the majority of the participating students with disabilities obtained “average” social status ratings. Results also indicated that students with disabilities were involved in fewer social interactions, interacted with peers without disabilities slightly more often than with adults, and were more often passive participants in interactions. Future studies should examine peer interactions and peer acceptance of students with moderate or severe disabilities in more academic classes, as well as factors that impact their social status and social relationships in inclusive environments.

Middle and High School Students' Perceptions on Being Friends with Peers with Severe Disabilities

1996 ◽  
Vol 63 (1) ◽  
pp. 19-28 ◽  
Author(s):  
Jo M. Hendrickson ◽  
Mohsen Shokoohi-Yekta ◽  
Susan Hamre-Nietupski ◽  
Robert A. Gable
Keyword(s):  
High School ◽  
High School Students ◽  
General Education ◽  
Students With Disabilities ◽  
Severe Disabilities ◽  
Youth Organizations ◽  
School Students ◽  
Social Events ◽  
School Day ◽  
Teachers And Parents

A survey on friendships with peers with severe disabilities of 1,137 middle and high school students was conducted across three states. Students indicated that they should try to make friends with peers with severe disabilities and that friendships are most likely to develop when students with disabilities are educated in general education classes, for all or part of the school day. Students perceived themselves, special education teachers, and youth organizations as primarily responsible for facilitating these friendships, and that effective strategies involve learning situations in which students work together, teachers present information on disabilities, and teachers and parents arrange social events for all students.

Interactions of High School Students With Intellectual and Developmental Disabilities in Inclusive Classrooms

2019 ◽  
Vol 57 (4) ◽  
pp. 307-322 ◽  
Author(s):  
Yun-Ching Chung ◽  
Karen H. Douglas ◽  
Virginia L. Walker ◽  
Rachel L. Wells
Keyword(s):  
High School ◽  
High School Students ◽  
Developmental Disabilities ◽  
General Education ◽  
Students With Disabilities ◽  
Future Research ◽  
Intellectual And Developmental Disabilities ◽  
School Students ◽  
General Educator ◽  
Class Period

Abstract As inclusive opportunities increase for students with disabilities, additional research is needed to examine high school students' classroom interactions. This descriptive study explores the nature of the social interactions of 10 high school students with intellectual and developmental disabilities (IDD) in the general education classroom. Findings from our observations indicated that students with IDD interacted with peers during approximately one out of every four minutes and interacted with the general educator during one out of every 10 minutes, less than their peer comparisons' interactions with peers and teachers. Students with IDD were present (M = 89.9%) and in proximity to peers (M = 71.7%) during the majority of the class period. We discuss additional results along with practical implications, limitations, and future research directions.

Including Students with Disabilities into the General Education Science Classroom

2002 ◽  
Vol 68 (4) ◽  
pp. 423-435 ◽  
Author(s):  
John Cawley ◽  
Shari Hayden ◽  
Elsa Cade ◽  
Susan Baker-Kroczynski
Keyword(s):  
High School Students ◽  
General Education ◽  
Students With Disabilities ◽  
Junior High School ◽  
Science Classroom ◽  
School Students ◽  
Project Staff ◽  
Final Grade ◽  
Science Test ◽  
Education Science

This article describes a school-based project designed to close the gap between research and practice by having project staff and teachers work together in the design and implementation of a science project designed to include junior high school students with severe emotional disturbances or learning disabilities into the general education science classroom. The outcomes of the project indicated there were no behavioral difficulties in the form of discipline referrals reported for the students with disabilities during the science class. Academic performance was measured by a districtwide science test and final grade.

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