Using a dynamic systems approach to investigating postsecondary education and employment outcomes for transitioning students with disabilities

2010 ◽  
Vol 33 (2) ◽  
pp. 101-111 ◽  
Author(s):  
Robert L. Williamson ◽  
Janna S. Robertson ◽  
Laura B. Casey
Keyword(s):  
Students With Disabilities ◽  
Postsecondary Education ◽  
Dynamic Systems ◽  
Systems Approach ◽  
Employment Outcomes ◽  
Education And Employment

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.

Predicting Postsecondary Education and Employment Outcomes Using Results From the Transition Assessment and Goal Generator

2017 ◽  
Vol 41 (2) ◽  
pp. 111-121 ◽  
Author(s):  
Jennifer J. Burnes ◽  
James E. Martin ◽  
Robert Terry ◽  
Amber E. McConnell ◽  
Maeghan N. Hennessey
Keyword(s):  
High School ◽  
Grade Point Average ◽  
Postsecondary Education ◽  
Student Involvement ◽  
Transition Planning ◽  
Individualized Education Program ◽  
Employment Outcomes ◽  
Validity Evidence ◽  
Grade Point ◽  
Education And Employment

We conducted an exploratory study to investigate the relation between nonacademic behavior constructs measured by the Transition Assessment and Goal Generator (TAGG) and postsecondary education and employment outcomes for 297 high school leavers who completed the TAGG during their high school years. Four of eight TAGG constructs predicted postsecondary educational outcomes: (a) Interacting With Others, (b) Student Involvement in the Individualized Education Program (IEP), (c) Support Community, and (d) Goal Setting and Attainment. Four constructs predicted postsecondary employment outcomes: (a) Employment, (b) Student Involvement in the IEP, (c) Support Community, and (d) Interacting With Others. The addition of student grade point average (GPA) strengthened some of the models. The findings appear to add predictive validity evidence to support use of TAGG results to assist with transition planning.

A Dynamic Systems Approach to Personality

2001 ◽  
Vol 6 (3) ◽  
pp. 172-176 ◽  
Author(s):  
Lawrence A. Pervin
Keyword(s):  
Dynamic Systems ◽  
Systems Approach ◽  
Biological Processes ◽  
Recent Advances ◽  
Dynamic View ◽  
The Future ◽  
History Of

David Magnusson has been the most articulate spokesperson for a holistic, systems approach to personality. This paper considers three concepts relevant to a dynamic systems approach to personality: dynamics, systems, and levels. Some of the history of a dynamic view is traced, leading to an emphasis on the need for stressing the interplay among goals. Concepts such as multidetermination, equipotentiality, and equifinality are shown to be important aspects of a systems approach. Finally, attention is drawn to the question of levels of description, analysis, and explanation in a theory of personality. The importance of the issue is emphasized in relation to recent advances in our understanding of biological processes. Integrating such advances into a theory of personality while avoiding the danger of reductionism is a challenge for the future.

Small Town Transition Services Model: Postsecondary Planning for Students With Autism Spectrum Disorder

2021 ◽  
pp. 875687052110279
Author(s):  
Karen Eastman ◽  
Gail Zahn ◽  
Wendy Ahnupkana ◽  
Bryson Havumaki
Keyword(s):  
High School ◽  
Autism Spectrum Disorder ◽  
Postsecondary Education ◽  
High School Transition ◽  
Transition Services ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Work Skills ◽  
Post Secondary ◽  
Education And Employment

Graduating from high school and moving to the next phase of life can be difficult for any student but is particularly so for those with autism spectrum disorder (ASD). Social and communication difficulties, sensory concerns, and narrow interests can negatively affect these students’ opportunity for postsecondary education and employment. Preparing students with ASD for post-school success may be especially challenging in rural schools, due to limited opportunities and resources. This article describes a rural high school transition services program designed to support students with ASD and other disabilities in becoming gainfully employed after high school or accessing post-secondary education. The program, designed by a student’s transition team starting in Grade 9, is based on recommendations from the literature and includes inclusion and co-teaching, work skills classes, collaboration with outside agencies, and the development of a student portfolio.

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