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

2021 ◽  
pp. 1-13
Author(s):  
Annemarie. Connor ◽  
Ann. Tilman ◽  
Madelyn. Isaacs ◽  
Connie. Sung
Keyword(s):  
Students With Disabilities ◽  
Service Providers ◽  
School Setting ◽  
Skills Training ◽  
Family Counseling ◽  
Secondary Transition ◽  
Thick Description ◽  
Youth With Disabilities ◽  
Post Secondary

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.

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

2021 ◽  
pp. 875687052098230
Author(s):  
Kelly Ann Swindlehurst ◽  
Ann Bassett Berry
Keyword(s):  
Students With Disabilities ◽  
Transition To Adulthood ◽  
Rural Areas ◽  
Program Improvement ◽  
Teacher Preparation Program ◽  
Secondary Transition ◽  
Preparation Program ◽  
Teachers Perceptions ◽  
Post Secondary ◽  
The Impact

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.

A systematic review of post-secondary transition interventions for youth with disabilities

2018 ◽  
Vol 41 (21) ◽  
pp. 2492-2505 ◽  
Author(s):  
Sally Lindsay ◽  
De-Lawrence Lamptey ◽  
Elaine Cagliostro ◽  
Dilakshan Srikanthan ◽  
Neda Mortaji ◽  
...  
Keyword(s):  
Systematic Review ◽  
Secondary Transition ◽  
Youth With Disabilities ◽  
Post Secondary

Rural School-Community Partnerships: “We Take Care of Our Own!”

1994 ◽  
Vol 13 (1) ◽  
pp. 46-50 ◽  
Author(s):  
G. Franklin Elrod ◽  
Sandy D. Devlin ◽  
S. John Obringer
Keyword(s):  
Students With Disabilities ◽  
Rural Areas ◽  
School Community ◽  
Community Partnerships ◽  
Rural School ◽  
Secondary Transition ◽  
Post Secondary ◽  
Transition Training

The authors of this article present a perspective of developing rural school-community partnerships based upon a synergistic foundation that exists in most rural areas. Indicators of this synergism are identified and specific examples are provided of rural school-community partnerships directed at delivering post-secondary transition training for students with disabilities.

A Rural Work Experience Model that Works: Lessons from the Real World

1997 ◽  
Vol 16 (3) ◽  
pp. 11-18 ◽  
Author(s):  
G. Franklin Elrod ◽  
Benita H. Cahalane ◽  
Joanne Combe
Keyword(s):  
Rural Communities ◽  
Students With Disabilities ◽  
Work Experience ◽  
School Setting ◽  
Skills Training ◽  
Work Experiences ◽  
Work Skills ◽  
Effective School ◽  
Rural Work ◽  
Job Site

Transition education for students with disabilities means different things to different educators based upon the communities in which they reside. Thus, teachers often bring pre-conceived notions to the school setting about what constitutes an effective school-to-work program. The Skills Training Program described in this article takes site-based work experiences to the rural communities in which students live and builds a bridge between school and the job site. Special educators from rural and remote school districts in eastern Oregon surveyed local employers and designed a model to implement a work experience program for students with disabilities in an area with limited employment resources. This article describes the organizational process of this tri-county work experience model and reports on the outcome of enhancing associated work skills.

Evidence-Based Transition Practices

2022 ◽  
pp. 1246-1267
Author(s):  
James L. Soldner ◽  
Dimity Peter ◽  
Shahrzad Sajadi ◽  
Maria Paiewonsky
Keyword(s):  
Teacher Preparation ◽  
Best Practices ◽  
Students With Disabilities ◽  
Adult Life ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Youth With Disabilities ◽  
Education Of Students ◽  
Academic Content

Preparing youth to become active and independent citizens is a critical goal for all societies. However, youth with disabilities are less likely to achieve the same adult outcomes as their non-disabled peers. Although there is a growing body of research that has identified best practices regarding the facilitation of youth with disabilities from school to an inclusive adult life, many teachers do not have the requisite skills or knowledge to facilitate this process. This chapter explores best practices in transition education for teachers beyond the academic content, identifying eight key strategies that should inform teacher preparation programs. Using a case study from Iran, this chapter critically reflects on the relevance of these strategies in an international context, where inclusion and education of students with disabilities is an emerging field.

Understanding Internships for Transition-Age Students With Disabilities

2021 ◽  
pp. 004005992110188
Author(s):  
Tim Riesen ◽  
Audrey A. Trainor ◽  
Rachel Elizabeth Traxler ◽  
Lilly B. Padia ◽  
Corban Remund
Keyword(s):  
Best Practices ◽  
Students With Disabilities ◽  
Labor Laws ◽  
Secondary Educators ◽  
Transition Age ◽  
Post Secondary ◽  
Employment Skills ◽  
Fair Labor Standards Act ◽  
Secondary Employment

Secondary educators implement an array of work-based learning activities that expose transition-age students to the demands of post-secondary employment. One such strategy, internships, provides students with a formal opportunity to acquire transferable employment skills that lead to meaningful post-secondary employment outcomes. Facilitating internships for transition-aged students with disabilities, however, presents challenges for educators because internships often involve complicated and sometimes ambiguous labor laws, regulations, and provisions. This article provides secondary educators with information about how to facilitate unpaid and paid internships for students with disabilities that align with requirements established by the Fair Labor Standards Act. The article provides a case study to illustrate how schools can develop both unpaid and paid internships and concludes with recommendations for best practices.

Evidence-Based Transition Practices

2019 ◽  
pp. 98-119
Author(s):  
James L. Soldner ◽  
Dimity Peter ◽  
Shahrzad Sajadi ◽  
Maria Paiewonsky
Keyword(s):  
Teacher Preparation ◽  
Best Practices ◽  
Students With Disabilities ◽  
Adult Life ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Youth With Disabilities ◽  
Education Of Students ◽  
Academic Content

Preparing youth to become active and independent citizens is a critical goal for all societies. However, youth with disabilities are less likely to achieve the same adult outcomes as their non-disabled peers. Although there is a growing body of research that has identified best practices regarding the facilitation of youth with disabilities from school to an inclusive adult life, many teachers do not have the requisite skills or knowledge to facilitate this process. This chapter explores best practices in transition education for teachers beyond the academic content, identifying eight key strategies that should inform teacher preparation programs. Using a case study from Iran, this chapter critically reflects on the relevance of these strategies in an international context, where inclusion and education of students with disabilities is an emerging field.

scholarly journals Social Skills of Students with Disabilities at Elementary Level in Inclusive School Setting

2019 ◽  
Vol 6 (1) ◽  
pp. 52
Author(s):  
Fitri Dwi Arini ◽  
Sunardi Sunardi ◽  
Sri Yamtinah
Keyword(s):  
Social Skills ◽  
Students With Disabilities ◽  
School Setting ◽  
Skills Training ◽  
Elementary Level ◽  
Social Skills Instruction ◽  
The Social ◽  
Inclusive School ◽  
Research Findings ◽  
Disability Categories

Social skills evidently played an important role for students to develop their lives as individuals and members of society, citizens and members of mankind. The objectives of this research were to find out the level of social skill among students with disabilities at the elementary level in inclusive school and to discover the dispersion of social skills level of students by their disability categories. Data were collected from teachers to rate the social skills students with disabilities using a 4-point Likert questionnaire. The research findings indicated that students with disabilities' mean score were 44.45 from minimum 30 and maximum 63, which is closest to the minimum. The levels of social skills' student with disabilities tend to the fair to very poor level (82.5%). Effective social skills instruction, such as intensive social skills training is required to enhance the level of social skills of students with disabilities in inclusive school.

AAC Collaboration Using the Self-Anchored Rating Scales (SARS): An Aphasia Case Study

2012 ◽  
Vol 21 (4) ◽  
pp. 136-143
Author(s):  
Lynn E. Fox
Keyword(s):  
Augmentative And Alternative Communication ◽  
Rating Scales ◽  
Rating Scale ◽  
Therapeutic Process ◽  
Family Counseling ◽  
The Self ◽  
Alternative Communication ◽  
Her Family ◽  
Solution Focused

Abstract The self-anchored rating scale (SARS) is a technique that augments collaboration between Augmentative and Alternative Communication (AAC) interventionists, their clients, and their clients' support networks. SARS is a technique used in Solution-Focused Brief Therapy, a branch of systemic family counseling. It has been applied to treating speech and language disorders across the life span, and recent case studies show it has promise for promoting adoption and long-term use of high and low tech AAC. I will describe 2 key principles of solution-focused therapy and present 7 steps in the SARS process that illustrate how clinicians can use the SARS to involve a person with aphasia and his or her family in all aspects of the therapeutic process. I will use a case study to illustrate the SARS process and present outcomes for one individual living with aphasia.

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