Transition Planning for Secondary Students With Intellectual Disability

This study examined the differential impact of implementing the Self-Determined Learning Model of Instruction (SDLMI) alone with implementing the SDLMI combined with Whose Future Is It? with transition aged students with intellectual disability in a cluster randomized trial in the state of Rhode Island. The state of Rhode Island is implementing systemic change in transition services and supports under the auspices of a Consent Decree entered into by the state with the U.S. Department of Justice. One area of focus is promoting self-determination during transition planning in the school context as a means to affect employment trajectories. This study focused on the impact of self-determination instruction on self-determination outcomes while youth were still in school, given research establishing a relationship between self-determination and employment outcomes. Latent mediation models suggested that students in the SDLMI-only group reported significant increases in their self-determination scores from baseline to the end of the year, and teachers of students in the SDLMI-only group saw students’ goal attainment as predicting change in self-determination over the course of the year. Teachers reported significant changes in student self-determination in the SDLMI + Whose Future Is It? group. Implications for individualizing interventions to teach skills associated with self-determination in the context of planning and setting goals for the transition to integrated employment are discussed.

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Evidence-based transition planning practices for secondary students with disabilities: What has Australia signed up for?

Australasian Journal of Special Education ◽

10.1017/jse.2015.15 ◽

2016 ◽

Vol 40 (1) ◽

pp. 39-58 ◽

Cited By ~ 7

Author(s):

Sue C. O’Neill ◽

Iva Strnadová ◽

Therese M. Cumming

Keyword(s):

Students With Disabilities ◽

Secondary Students ◽

Transition Planning ◽

Document Analysis ◽

Vulnerable Population ◽

Evidence Based ◽

International Treaties ◽

National Policies ◽

State Laws ◽

Transition Plans

There are no Commonwealth or state laws in Australia that require educational authorities to provide individualised transition plans (ITPs) to secondary students with disabilities. It is argued that, in lieu of legislation, Australia's signed commitment to international treaties and national policies obliges educational jurisdictions to provide ITPs to secondary students with disabilities to improve the postschool outcomes for this vulnerable population. Document analysis methods were used to analyse these international treaties and national policies for statements aligned with evidence-based transition skills and predictors. Almost 90 transition-aligned statements were found, accounting for all evidence-based transition skill categories and most of the transition predictor categories. Implications for policymakers and educational jurisdictions are discussed.

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

Research and Practice for Persons with Severe Disabilities ◽

10.1177/1540796919847483 ◽

2019 ◽

Vol 44 (2) ◽

pp. 103-121 ◽

Cited By ~ 2

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.

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Transition Services for Secondary Students with Mild Disabilities: A Statewide Perspective

Council review ◽

10.1177/001440298705300604 ◽

1987 ◽

Vol 53 (6) ◽

pp. 507-514 ◽

Cited By ~ 52

Author(s):

Michael R. Benz ◽

Andrew S. Halpern

Keyword(s):

Parent Involvement ◽

Secondary Students ◽

Transition Planning ◽

Transition Services ◽

Current Status ◽

School Program ◽

Education Programs ◽

Mild Disabilities ◽

Community Agencies

This article reports the partial findings from a statewide study of Oregon's secondary special education programs for students with mild disabilities. The focus of this article is on the current status and satisfactoriness of districts' transition services. Subjects included the population of LEA administrators and teachers, and a stratified random sample of parents of students with mild disabilities. Results indicated that (a) very few districts were using written interagency agreements or providing other incentives to secure the involvement of community agencies; (b) there were considerable discrepancies between administrators and teachers over who was responsible for transition planning; (c) teachers wanted more and better parent involvement in all levels of the school program; and (d) follow-up of previous students was rare. Findings were compared with those of other recent research and several key elements that should be targeted for improvement are discussed.

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Transition Planning for Students With Intellectual Disability, Autism, or Other Disabilities: Data from the National Longitudinal Transition Study-2

Intellectual and Developmental Disabilities ◽

10.1352/1934-9556-50.1.16 ◽

2012 ◽

Vol 50 (1) ◽

pp. 16-30 ◽

Cited By ~ 94

Author(s):

Karrie A Shogren ◽

Anthony J Plotner

Keyword(s):

Intellectual Disability ◽

Students With Disabilities ◽

Transition Planning ◽

Leadership Role ◽

After School ◽

National Study ◽

Limited Participation ◽

Students With Autism ◽

Transition Study ◽

National Longitudinal Transition Study

Abstract To compare the status of transition planning for students with intellectual disability, autism, or other disabilities, we used data from the National Longitudinal Transition Study-2, a federally funded, national study of the secondary and postschool experiences of students with disabilities. Results show that although transition planning had been conducted for the majority of students, few of them took a leadership role in their transition planning. Students with autism or intellectual disability were significantly less likely than students with other disabilities to take a leadership role. The majority of the active participants in transition planning were school-based personnel. We also found limited participation from other agencies/support persons (e.g., vocational rehabilitation). Students with autism or intellectual disability had more identified needs for support after school than did students with other disabilities.

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Secondary students with moderate/severe intellectual disability: considerations of curriculum and post-school outcomes from the National Longitudinal Transition Study-2

Journal of Intellectual Disability Research ◽

10.1111/j.1365-2788.2011.01517.x ◽

2012 ◽

Vol 56 (12) ◽

pp. 1175-1186 ◽

Cited By ~ 36

Author(s):

E. C. Bouck

Keyword(s):

Intellectual Disability ◽

Secondary Students ◽

School Outcomes ◽

Severe Intellectual Disability ◽

Transition Study ◽

National Longitudinal Transition Study

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Using the Virtual–Representational–Abstract Approach to Support Students With Intellectual Disability in Mathematics

Focus on Autism and Other Developmental Disabilities ◽

10.1177/1088357618755696 ◽

2018 ◽

Vol 33 (4) ◽

pp. 237-248 ◽

Cited By ~ 14

Author(s):

Emily C. Bouck ◽

Jiyoon Park ◽

Jordan Shurr ◽

Laura Bassette ◽

Abbie Whorley

Keyword(s):

Intellectual Disability ◽

Secondary Students ◽

Place Value ◽

Instructional Sequence ◽

Mild Intellectual Disability ◽

Single Digit ◽

Abstract Approach ◽

Multiple Probe ◽

Support Students ◽

Subtraction With Regrouping

Mathematics education is an important but underexplored area of research for secondary students with mild intellectual disability. In this multiple probe across behaviors replicated across two participants study, the researchers explored the effectiveness of the virtual–representational–abstract (VRA) instructional sequence to support two students’ acquisition of three mathematical behaviors. Each student was able to acquire his or her three mathematical behaviors (i.e., place value, single-digit addition with regrouping, subtraction with regrouping, and single-digit multiplication) following instruction with the VRA sequence. However, each student struggled with maintenance with at least one behavior. Implications for practice relative to the VRA instructional sequence are discussed.

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