scholarly journals Partnering with Community Agencies in Transition Planning for Students with Emotional Disturbance

2020 ◽  
Vol 17 (24) ◽  
Author(s):  
Sloan Huckabee ◽  
Laura Golden ◽  
Marsha Langer Ellison ◽  
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; however, with the right information, resources, and determination teachers can make a lasting impact on these students. To help students with emotional disturbance (ED) to obtain 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 ED.

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.

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 Occupational Therapist Role in Post-Secondary Education Transition Program: Emphasis on Self-Advocacy Skills

2020 ◽  
Author(s):  
◽  
Nikki Vorhees
Keyword(s):  
High School ◽  
Secondary Education ◽  
Postsecondary Education ◽  
Transition Planning ◽  
Transition Program ◽  
Self Determination ◽  
Post Secondary Education ◽  
Self Advocacy ◽  
Post Secondary ◽  
Transition From High School

It is becoming increasingly important for individuals to obtain post-secondary education in order to gain employment (Alverson et al., 2019; Chandroo et al., 2018). This increased importance to attend post-secondary education makes it imperative for students who are graduating from high school to be fully prepared for the transition to post-secondary education (Rothman et al., 2008). The transition from high school to post-secondary education is difficult for any individual. However, it is even more difficult for students with learning differences, as they tend to have problems in the areas of social skills, communication, problem solving, self-advocacy, and executive functioning (Alverson et al., 2019). These are critical skills required for successful post-secondary transition planning. This indicates a necessary role for OTs to contribute to students’ transition planning as OTs are fully equipped to support the development of skills such as self-advocacy and self-determination (Angell et al., 2019; Spencer et al., 2017). However, currently, there is a limited number of OTs working in transition planning for postsecondary education (Dirette, 2019). The purpose of this capstone project is to develop an occupational therapy-based transition program from high school to post-secondary education. The program will focus on social, self-advocacy, and self-determination skills to help the students transition from high school to post-secondary education as smoothly as possible.

Predicting family poverty and other disadvantaged conditions for child rearing from childhood aggression and social withdrawal: A 30-year longitudinal study

2010 ◽  
Vol 35 (2) ◽  
pp. 97-106 ◽  
Author(s):  
Lisa A. Serbin ◽  
Caroline E. Temcheff ◽  
Jessica M. Cooperman ◽  
Dale M. Stack ◽  
Jane Ledingham ◽  
...  
Keyword(s):  
High School ◽  
Longitudinal Study ◽  
Social Withdrawal ◽  
Childhood Aggression ◽  
Drop Out ◽  
Child Rearing ◽  
Parental Absence ◽  
Early Parenthood ◽  
School Drop Out ◽  
High School Drop Out

This 30-year longitudinal study examined pathways from problematic childhood behavior patterns to future disadvantaged conditions for family environment and child rearing in adulthood. Participants were mothers (n = 328) and fathers (n = 222) with lower income backgrounds participating in the ongoing Concordia Longitudinal Risk Project. Structural Equation Modeling was used to examine pathways from childhood aggression and social withdrawal to future high school drop-out, early parenthood, parental absence, and family poverty after the participants became parents. Childhood aggression directly predicted early parenthood and parental absence in both mothers’ and fathers’ models, and high school drop-out for the fathers (for the mothers, this path was indirect via achievement in primary school). Childhood aggression predicted family poverty indirectly, with some gender differences in significant pathways.

WHY IS THE SCHOOL DROP-OUT RATE SO HIGH?

PEDIATRICS ◽  
1989 ◽  
Vol 83 (3) ◽  
pp. 336-336
Author(s):  
Student
Keyword(s):  
High School ◽  
Self Esteem ◽  
Drop Out ◽  
Fifth Grade ◽  
Drop Out Rate ◽  
School Drop Out ◽  
Positive Statements ◽  
Negative Statements ◽  
Years Of Schooling

Eighty percent of students entering school feel good about themselves and who they are. By the fifth grade only 20 percent have high self-esteem. By the time students become seniors in high school, the percentage who have managed to keep a positive level of self-esteem has dropped to 5 percent. Students encounter the equivalent of 60 days each year reprimanding, nagging and punishment. During 12 years of schooling a student is subject to 15,000 negative statements. That's three times the amount of positive statements received.

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.

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