Parental and professional perspectives on comprehensive post-secondary transition needs of youth with disabilities: An interagency case study

BACKGROUND: It is critically important to identify the longstanding needs for improved post-secondary transition outcomes among youth with disabilities. OBJECTIVE: This interagency case study aimed to examine stakeholders’ perceptions regarding transition-related counseling needs of students with disabilities through analysis of thick description. METHODS: Individual interviews were conducted with stakeholders including parents, teachers, administrators, and counseling service providers who work with transition students with disabilities. RESULTS: Data analysis resulted in three overarching unmet needs: (1) equity of resources, accommodations & services, (2) life skills training/interventions, (3) individual & family counseling/guidance, and (4) interagency collaboration. CONCLUSION: In addition to identifying counseling, guidance, and case management needs of transition students with disabilities and gaining stakeholders’ perspectives and recommendations, this study also provides insights on the role of counselors in transition within a multidisciplinary school setting.

Development and Validation of the Secondary Transition Fidelity Assessment

In this study, we examined the structural validity of the Secondary Transition Fidelity Assessment (STFA), a measure of secondary schools’ use of programs and practices demonstrated by research to lead to meaningful college and career outcomes for all students, including students at-risk for or with disabilities, and students from diverse backgrounds. Drawing from evidence-based practices endorsed by the National Technical Assistance Center for Transition and the Council for Exceptional Children’s Division on Career Development and Transition, the instrument development and refinement process was iterative and involved collecting stakeholder feedback and pilot testing. Responses from a national sample of educators ( N = 1,515) were subject to an exploratory factor analysis resulting in five measurable factors: (a) Adolescent Engagement, (b) Inclusive and Tiered Instruction, (c) School-Family Collaboration, (d) District-Community Collaboration, and (e) Professional Capacity. The 5-factor model was subject to a confirmatory factor analysis which resulted in good model fit. Invariance testing on the basis of geographical region strengthened validity evidence and showed a high level of variability with regard to implementing evidence-based transition services. Findings highlight the need for consistent and regular use of a robust, self-assessment fidelity measure of transition service implementation to support all students’ transition to college and career.

Post-secondary Transition Services and the Role of the Occupational Therapist

Post-secondary transition services are federally mandated, yet there are great differences in implementation. The purpose of this study was to explore the current practices in post-secondary transition services and to understand how occupational therapists are involved in transition services. Public school administrators from 11 school districts were interviewed, all of whom work in transition services. Triangulation of data, member and stakeholder checks were all completed for validation and to ensure trustworthiness. Analysis of the interviews revealed four assertions: a) Districts use a variety of personnel as the transition coordinator b) Transition assessments need to be continuous and more comprehensive c) More training is needed for the entire transition process d) Occupational therapists are underutilized in transition services From these assertions, one global theme emerged: There is a need for increased training on the overall process to deliver best practice transition services, including timeline, assessments, agency involvement, and training for parents and staff. This study also discussed the importance of parent involvement for student success. Future research is recommended on the implementation of the pre-employment transition services and the process of evaluating students throughout their transition years.

Developing Pre-Service Teachers’ Skills in Post-Secondary Transition Through Applied Practice

The need for special educators who can support students with disabilities in the transition to adulthood is well documented in the literature. In this article, we will report on the program improvement efforts by one university to embed more evidence-based transition practices into their pre-service teacher preparation program with the support of a state personnel development grant. Key aspects of the program revision will be outlined and accompanied by online resources for faculty to utilize when seeking to improve their special education preparation program in the area of post-secondary transition. The pre-service teachers’ perceptions of the impact of the revision are included in the discussion; along with suggestions for future directions, research, and work in rural areas.

Primary-Secondary Transition – Building Hopes and Diminishing Fears Through Drama

This case study explores how pupils might address the issues of bullying and friendships during primary-secondary transition through drama conventions. The research was implemented on the west coast of Scotland during the final four weeks of primary education in three associated primary seven classes. Research methods included pupil questionnaires (primary and secondary school), teacher observations, researcher’s diary, semi-structured interviews (teachers) and a focus group (pupils). The data suggest that some pupils conceptualized their primary-secondary transition as ‘moving up’. However, as the drama developed pupils recognized the multiple and multi-dimensional aspects of their transition. In addition, pupil and teachers indicated that when pupils engage with a drama transition curriculum, it supports the promotion of friendships while diminishes fears and provides strategies for those who might encounter bullying.