Inclusion of Students with Intellectual Disability in Higher Education .

2018 ◽  
Vol 40 (2) ◽  
pp. 5-14
Author(s):  
Felicia L. Wilczenski ◽  
Aimee C. D’Avignon
Keyword(s):  
Higher Education ◽  
High School ◽  
Intellectual Disability ◽  
Special Educators ◽  
Transition Planning ◽  
Transition Process ◽  
Higher Education Transition

Students with intellectual disability (ID) are increasingly seeking higher education opportunities. High school to higher education transition presents challenges for all students, including students with ID. Special educators are uniquely positioned to assist students with ID navigate the transition process. This chapter recommends roles for special educators in transition planning and suggests strategies that can prepare students with ID for inclusion in higher education.

Conducting Meaningful Transition Interviews to Benefit Students With Emotional and Behavioral Disorders

2021 ◽  
pp. 107429562110213
Author(s):  
Kristopher Hawk Yeager
Keyword(s):  
Behavioral Disorders ◽  
Special Educators ◽  
Transition Planning ◽  
Emotional And Behavioral Disorders ◽  
Transition Process ◽  
Leadership Role ◽  
Multiple Strategies ◽  
Practical Guidelines ◽  
Students With Ebd

Students with emotional and behavioral disorders (EBD) benefit from person-centered transition planning. However, there are few practical guidelines for conducting individualized transition assessments that include interviews with this population. This article describes multiple strategies that special educators can implement to conduct interviews, develop rapport, and encourage students with EBD to take a leadership role in the transition process. Materials are provided for selecting appropriate interview topics, monitoring the use of strategies, and developing effective questions.

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.

Postschool outcomes for Korean American young adults with intellectual/developmental disabilities, and parental perceptions of transition planning

2020 ◽  
Vol 48 (12) ◽  
pp. 1-13
Author(s):  
Kyeong-Hwa Kim ◽  
Mary E. Morningstar
Keyword(s):  
Higher Education ◽  
High School ◽  
Young Adults ◽  
Developmental Disabilities ◽  
Transition Planning ◽  
Past Research ◽  
Parental Perceptions ◽  
Korean American ◽  
Postschool Outcomes ◽  
American Young Adults

In the literature on young adults with intellectual and/or developmental disabilities (IDD), little research has been conducted regarding the perspectives of Korean American young adults with disabilities and their families. This study investigated the postschool outcomes of Korean American young adults (aged 18–25 years) with IDD, and their parents' perceptions of transition planning. The postsecondary employment outcomes of Korean American young adults with IDD were poorer than those of other groups of young adults with IDD. Korean American young adults with IDD were also less likely to be enrolled in higher education than were other young adults with IDD studied in past research. Many parents were dissatisfied with the transition planning for their children leaving high school. It is, therefore, important for professionals to ensure that Korean American parents are equipped with appropriate information related to their child's transition planning.

Russian Education in the Mirror of Demography

2003 ◽  
pp. 4-25 ◽  
Author(s):  
L. Grebnev
Keyword(s):  
Higher Education ◽  
High School ◽  
High School Graduates ◽  
Educational Institutions ◽  
Level Of Education ◽  
Demographic Indicators ◽  
Federal Districts ◽  
Stage System ◽  
Migration Flows ◽  
Russian Education

The dynamics of several demographic indicators of Russia - child and teenage cohorts in 1970-2000, life expectancy in 1995-2000, migration flows among federal districts in the period between two censuses of 1989 and 2002 - are considered in the article. The author puts forward the hypothesis about the influence of these indicators on the level of education in narrow and broad senses - in educational institutions and the society as a whole. He estimates the perspectives of regional higher educational institutions under conditions of absence of plan distribution of graduates and the double cyclical fall in the number of high school graduates. The agenda for the development of a two-stage system of higher education corresponding with international integration processes is formulated.

Thinking Vertically: Facilitating Transition for Students With Disabilities

2021 ◽  
pp. 104837132110344
Author(s):  
Ellary A. Draper
Keyword(s):  
High School ◽  
Special Education ◽  
Early Intervention ◽  
Best Practices ◽  
Music Education ◽  
Students With Disabilities ◽  
Education Program ◽  
Special Educators ◽  
Individualized Education Program ◽  
Special Education Transition

Within special education, transition is a required part of a student’s Individualized Education Program, specifically the transition from school to postsecondary life. Recently, special educators have begun to investigate best practices of transition at all levels—early intervention into school, elementary to middle school, and middle to high school. Yet in music education transition is not widely discussed for students with and without disabilities. This article includes an overview of best practices of transition in special education and provides ideas on how to implement these practices in music education to better facilitate transition between schools to postsecondary life for students with disabilities.

scholarly journals Test review of Iranian university entrance exam: English Konkur examination

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Ali Khodi ◽  
Sayyed Mohammad Alavi ◽  
Hossein Karami
Keyword(s):  
Higher Education ◽  
High School ◽  
Standardized Test ◽  
Present Review ◽  
High Stake ◽  
Entrance Exam ◽  
Test Review ◽  
Long Time ◽  
Knowledge Of Language

AbstractThe present paper appraises a standardized test, the entrance exam of Iranian universities, known as “Konkur” that is administered annually as a means of gaining admission to higher education in Iran. This norm-referenced test is administered for students majoring in mathematics, experimental sciences, and humanities whose scores along their weighted GPAs in the last 3 years of high school are used as indicators of students’ rank. Based on the rank achieved, they would find the opportunity to select the highly regarded university for their education. Due to the importance of such a high-stake test which may bring about social and long-time consequences for the participants, the present paper tries to evaluate the test and its psychometrics aspects. It is ostensible that the exam provides a limited  situation for measuring the participants “knowledge of language” rather than their “knowledge about language.” Therefore, the dimensionality and validity of the test are debatable. Thus, the present review tries to characterize Konkur examination and discusses the rooms for untouched aspects for the betterment of its quality.

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