Inclusive Transition

2022 ◽  
pp. 1757-1772
Author(s):  
Jacqueline Hawkins ◽  
Elizabeth P. McDaniel
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Transition Planning ◽  
Transition Process ◽  
Post Secondary ◽  
College And Career ◽  
High School To College ◽  
Transition From High School ◽  
Increasing Trends ◽  
Transition Support

Increasing trends in the number of students with disabilities who transition from high school to college and career have been evidenced in the past 30 years. Transition support for students who have been included in secondary school classrooms is necessary to ensure successful outcomes. The purpose of this chapter is to present the evolution of transition support and two evidence-based transition planning approaches. The chapter also presents the laws that support transition at various points in the educational pipeline and suggests training and outcomes that might be provided for students and their families and educators. Inclusive education has done much to spur the need for change in the transition process. The approaches are available. They need to be implemented to support students to persist and succeed in post-secondary education and in the world of work.

Inclusive Transition

2019 ◽  
pp. 119-140
Author(s):  
Jacqueline Hawkins ◽  
Elizabeth P. McDaniel
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Transition Planning ◽  
Transition Process ◽  
Post Secondary ◽  
College And Career ◽  
High School To College ◽  
Transition From High School ◽  
Increasing Trends ◽  
Transition Support

Increasing trends in the number of students with disabilities who transition from high school to college and career have been evidenced in the past 30 years. Transition support for students who have been included in secondary school classrooms is necessary to ensure successful outcomes. The purpose of this chapter is to present the evolution of transition support and two evidence-based transition planning approaches. The chapter also presents the laws that support transition at various points in the educational pipeline and suggests training and outcomes that might be provided for students and their families and educators. Inclusive education has done much to spur the need for change in the transition process. The approaches are available. They need to be implemented to support students to persist and succeed in post-secondary education and in the world of work.

scholarly journals Determining Academic Success in Students with Disabilities in Higher Education

2019 ◽  
Vol 8 (2) ◽  
pp. 16 ◽  
Author(s):  
Stephanie Bain De Los Santos ◽  
Lori Kupczynski ◽  
Marie-Anne Mundy
Keyword(s):  
Higher Education ◽  
Academic Success ◽  
Student Success ◽  
Students With Disabilities ◽  
Faculty Involvement ◽  
University Administrators ◽  
College And University ◽  
High School To College ◽  
Transition From High School ◽  
Institutional Support Services

Students with disabilities have not been fully welcomed in higher education in spite of litigation, court cases, and positive shifts in public perceptions. The transition from high school to college is challenging for students without disabilities. Students with disabilities often get overlooked by their institution and overwhelmed during this transition, contributing to an achievement gap for these students. Student success is measured by retention, academic achievement, and on-time graduation. This research study examined how student success was impacted by a student’s registration with the campus disability office, use of accommodations, and use of institutional and social support systems. This study explored a new frontier of research that dispels the myth that students with disabilities are a homogenous group. The results of this study can be used to increase knowledge regarding students with disabilities and their success in higher education. The results will assist college and university administrators as well as staff in disability services offices in tracking the success of accommodations for students with disabilities. This study can help university administration to better understand the benefits of institutional support services as well as encourage faculty involvement in implementing accommodations and helping students see the benefit of student registration with the campus office of disabilities.

High School to College: Transition Experiences of Young Adults With Autism

2015 ◽  
Vol 34 (1) ◽  
pp. 52-64 ◽  
Author(s):  
Charlotte Y. Alverson ◽  
Lauren E. Lindstrom ◽  
Kara A. Hirano
Keyword(s):  
High School ◽  
Young Adults ◽  
Postsecondary Education ◽  
College Transition ◽  
Transition Planning ◽  
Adults With Autism ◽  
Disability Awareness ◽  
High School To College ◽  
Transition Experiences ◽  
Transition From High School

Youth with disabilities are less likely to enroll and complete postsecondary education than their nondisabled peers. Using a qualitative, cross-case design, we investigated the high school to college transition experiences of young adults diagnosed with Asperger syndrome (AS). Data sources included a family questionnaire, review of special education records, and multiple individual interviews ( N = 27) with young adults with AS, family members, teachers, and rehabilitation counselors. Social skills, communication, and executive functioning challenges in high school continued into postsecondary education settings. Across cases, five reoccurring themes seemed to influence the transition from high school to postsecondary education: (a) motivation to attend college, (b) high levels of disability awareness, (c) intentional family supports, (d) coordinated transition planning, and (e) clear postschool goals.

scholarly journals Supporting Student-Led Transition Planning for Students with Emotional Disturbance

2020 ◽  
Vol 17 (23) ◽  
Author(s):  
Kathleen Biebel ◽  
Laura Golden ◽  
Sloan Huckabee ◽  
Marsha Langer Ellison
Keyword(s):  
High School ◽  
Secondary Education ◽  
Emotional Disturbance ◽  
Transition Planning ◽  
Drop Out ◽  
Post Secondary ◽  
School Drop Out ◽  
Students With Emotional Disturbance ◽  
Transition From High School ◽  
The Right

Young adults with mental health difficulties are capable of successfully engaging in school, training, and employment. The support these individuals receive as they progress through secondary education can help them realize their potential in life after high school. Many times, teachers see different results for these students such as high school drop-out, lower rates of post-secondary education and employment, and even higher rates of involvement with law enforcement, poverty, and homelessness upon their exit from high school; however, with the right information, resources, and determination teachers can make a lasting impact on these students. To help students with emotional disturbance experience post-secondary success, teachers need resources to assist them with planning and preparing for students’ transition from high school into education and training programs and employment in young adulthood. This practice guide will offer practical ways to plan for these students’ successful transition from high school to post-secondary life, which can lead to positive outcomes for students with emotional disturbance.

College Bound?

2022 ◽  
pp. 458-473
Author(s):  
Jacqueline Hawkins ◽  
Kristi L. Santi ◽  
Elizabeth P. McDaniel
Keyword(s):  
Higher Education ◽  
High School ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Transition Process ◽  
Education Students ◽  
College Counselors ◽  
Knowledge And Skills ◽  
Disability Support ◽  
Summary Of Performance

Increasing numbers of students with disabilities who have been included in high school have transitioned to college over the past several decades. While many of those students are eligible for accommodations in high school, fewer of those same students with disabilities request or receive accommodations in college. The purpose of this chapter is to present the need to begin the transition process early, present the self-knowledge and skills that students need to support their success, outline the language, laws, and culture of college that students must negotiate, and propose the use of the summary of performance as an initial solution to the challenge of transition. Inclusive education has done much to spur changes in higher education and disability support. The supports are available in higher education. Students need the knowledge and skills to access them, use them, and self-advocate with their college counselors and instructors to meet their goals.

College Bound?

2019 ◽  
pp. 243-264
Author(s):  
Jacqueline Hawkins ◽  
Kristi L. Santi ◽  
Elizabeth P. McDaniel
Keyword(s):  
Higher Education ◽  
High School ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Transition Process ◽  
Education Students ◽  
College Counselors ◽  
Knowledge And Skills ◽  
Disability Support ◽  
Summary Of Performance

Increasing numbers of students with disabilities who have been included in high school have transitioned to college over the past several decades. While many of those students are eligible for accommodations in high school, fewer of those same students with disabilities request or receive accommodations in college. The purpose of this chapter is to present the need to begin the transition process early, present the self-knowledge and skills that students need to support their success, outline the language, laws, and culture of college that students must negotiate, and propose the use of the summary of performance as an initial solution to the challenge of transition. Inclusive education has done much to spur changes in higher education and disability support. The supports are available in higher education. Students need the knowledge and skills to access them, use them, and self-advocate with their college counselors and instructors to meet their goals.

scholarly journals Incorporating Career and Technical Education in Transition Planning for Students with Emotional Disturbance

2020 ◽  
Vol 17 (25) ◽  
Author(s):  
Marsha Langer Ellison ◽  
Sloan Huckabee ◽  
Laura Golden ◽  
Kathleen Biebel
Keyword(s):  
High School ◽  
Secondary Education ◽  
Emotional Disturbance ◽  
Transition Planning ◽  
Drop Out ◽  
Post Secondary ◽  
School Drop Out ◽  
Students With Emotional Disturbance ◽  
Transition From High School ◽  
The Right

Young adults with mental health difficulties are capable of successfully engaging in school, training, and employment. The support these individuals receive as they progress through secondary education can help them realize their potential in life after high school. Many times teachers see different results for these students such as high school drop-out, lower rates of post-secondary education and employment, and even higher rates of involvement with law enforcement, poverty, and homelessness upon their exit from high school (Wagner, Newman, Cameto, & Levine); however, with the right information, resources, and determination teachers can make a lasting impact on these students. To help students with Emotional Disturbance (ED) experience post-secondary success, teachers need resources to assist them with planning and preparing for student transition from high school into education and training programs and employment in young adulthood. This guide will offer practical ways to plan for these students’ successful transition from high school to post-secondary life, which can lead to positive outcomes for students with ED.

scholarly journals A multi-perspective examination of the barriers to field-placement experiences for students with disabilities

2014 ◽  
Vol 7 (2) ◽  
pp. 157 ◽  
Author(s):  
Tara Flanagan ◽  
Fiona J Benson ◽  
Frederic Fovet
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Collaborative Research ◽  
Teaching And Learning ◽  
Barriers To Success ◽  
Field Placement ◽  
Research Project ◽  
Disability Service ◽  
Post Secondary ◽  
Field Placements

In light of the innumerable changes in post-secondary environments that reflect a movement toward inclusive education and a reliance on real-world evaluations in the form of field placements, we report on our findings from a collaborative research project that examines field placement experiences from a variety of perspectives. Our research project, prompted by our own observations of the barriers to equity for field placement students with disabilities at our institution, is an attempt to reflect on our disability service and our teaching and learning practices. We expanded on the traditional focus in the field by creating a multi-dimensional cross-sector collaboration and by including the perspectives of Professional Program Directors, Field Placement Coordinators, and students with disabilities. We found that all stakeholders reported barriers to success in field placement for students with disabilities, saw few solutions, and anticipated the barriers to continue into the world of employment. We discuss these findings in relation to the implications for teaching and learning and for disability service provision in post-secondary institutions.

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