Transition Practices For Students With High Incidence Disabilities In A Rural School
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| Author | : Kristina M. Martin |
| Publisher | : |
| Total Pages | : 190 |
| Release | : 2020 |
| Genre | : People with disabilities |
| ISBN | : |
Individuals with disabilities often have difficulty obtaining and maintaining employment after graduation from high school. Employment outcomes for individuals with disabilities are significantly less than their typical peers. One potential cause of lower employment outcomes for people with disabilities is the result of public schools’ failure to implement appropriate individualized transition plans and services. The purpose of this qualitative case study was to investigate the effectiveness of evidence-based transition practices as perceived by school educators, parents of students with high-incidence disabilities who receive special education services, and outside agency providers in a rural school in the North Central Texas area. The data collected targeted 5 evidence-based transition practices: person-centered planning, self- determination skills, interagency collaboration, parental involvement, and community/work- based learning programs. This single-case qualitative study had multiple units of analysis from 2 targeted participant groups: educational staff and parents of students with high-incidence disabilities serviced through special education services in grades 7–12. The researcher interviewed each group of participants face-to-face or by phone conference using a semi- structured responsive interview model. School staff and parent participants identified areas of improvement in relation to the district’s evidence-based transition practices and procedures for the 2018-2019 school year. The areas of focus should be the following: parent and outside agency involvement initiatives; training for identified needs for students, staff, and parents; and exploring options to provide opportunities for career exploration.
| Author | : Antonio L. Ellis |
| Publisher | : Springer |
| Total Pages | : 240 |
| Release | : 2017-09-13 |
| Genre | : Education |
| ISBN | : 9463511342 |
This book is an authoritative volume of scholarship through qualitative and quantitative methodologies on postsecondary transition services for a diverse readership. The editor’s intended audience is composed of students with disabilities, school administrators, special education coordinators, colleges and university faculty, staff, and administrators, among other scholars, practitioners, and advocates. Readers of this volume will be educated on the postsecondary transition process, and the lifelong commitment of educators who guides students with disabilities through their rigorous, yet rewarding journey. This book also can be used by student personnel administrators, employers, student retention coordinators, and workforce development professionals to improve the implementation of postsecondary transition services. The importance of comprehensive transition planning for students with disabilities is the impetus for bringing this collaborative effort to print. Topics in this volume highlight areas that have critical implications for children and adolescents’ preparation for adulthood. Contributors’ presents potent research regarding various topics addressing P-16 students’ needs, and have been active practitioners in both areas – transition services and disabilities as defined under the Individuals with Disabilities Education Act (IDEA) of 2004. Ultimately, this book is a collection of interrelated chapters that offer rich content and insights into current trends for individuals with disabilities who are moving through various stages of their lives.
| Author | : Jeffrey P. Bakken |
| Publisher | : Charles C Thomas Publisher |
| Total Pages | : 216 |
| Release | : 2008 |
| Genre | : Education |
| ISBN | : 0398077894 |
The need for transition services for students with exceptionalities is apparent and critical for their success after high school. It is essential for school professionals, parents, and students to work collaboratively and consultively to determine each student's future goals and develop an effective plan to meet those goals successively. This book, therefore, focuses on all aspects of that transition planning from school to postschool levels. The text provides the reader with a foundation of transition services and a historical overview of models and practices and offers a critical look at transition with students from culturally and ethnically diverse backgrounds. In addition, it presents an in-depth look at assistive technology to assist students in fully participating in the planning for their future and also describes the process for planning and the importance of family collaboration. It offers an extensive discussion of career development and the importance of work experiences and also reviews key social skills and leisure options. Finally, the text looks at independent living options and reviews available successful postsecondary education programs. The format of the book is unique and the text is written in a style that all readers can comprehend and understand; the information can be easily applied to classroom and transition programs. This book will be an excellent resource for researchers, scholars, educators, and service providers and will serve as either a required or supplementary text for undergraduate and graduate transition courses in special education.
| Author | : Alisa Dean |
| Publisher | : |
| Total Pages | : 90 |
| Release | : 2015 |
| Genre | : |
| ISBN | : |
This project examined the transition from high school to adulthood for students eligible for special education services who have low incidence disabilities (i.e., intellectual and developmental disabilities). The research answered the question, “What are evidence-based best practices and community resources for assisting in the transition of individuals with low incidence disabilities from high school and special education services to adulthood?” To answer this question, the researcher reviewed literature of evidence-based practices that increased success rates of students in special education after they transitioned into adulthood. A review of literature revealed that interagency collaboration, functional skill curriculum and assessment, vocational skill training, and self-determination awareness and training delivered to student between the ages of 16 and 22 positively influenced transition from special education services into adulthood. The product of this project is a 16-chapter transition manual of evidence-based best practices in transition planning and community resources available to facilitate transition. The manual is designed for use by transition planning teams supporting students with low incidence disabilities, students themselves and their families, and adult service providers. The community resources included in the manual are those accessible to North County San Diego residents. The evidence-based best practices for transition presented in the manual are appropriate for any student eligible for special education diagnosed with a low incidence disability and who is preparing for the transition from high school to adulthood.
| Author | : Kate Scorgie |
| Publisher | : Emerald Group Publishing |
| Total Pages | : 336 |
| Release | : 2022-01-17 |
| Genre | : Education |
| ISBN | : 1801171017 |
Providing a focus on meaningful involvement and participation in communities and activities of choice, that secure benefits for all, the chapter authors examine both innovative evidence-based practices that facilitate transition, and potential barriers, supplemented by informative case studies.
| Author | : Audrey A. Trainor |
| Publisher | : Teachers College Press |
| Total Pages | : 180 |
| Release | : 2017 |
| Genre | : Education |
| ISBN | : 0807775762 |
Transitions to adulthood for adolescents with disabilities are as diverse as the adolescents themselves. While there have been marked improvements for students with disabilities, there is still concern that employment education and independent living outcomes are not equitable across groups of students. For example, adolescents of color are more likely to face exclusionary discipline procedures in school resulting in detention and court involvement which, in turn, can limit access to educational opportunities in inclusive settings. Recommending a shift toward strengths-based approaches to research and practice, Trainor explores how all stakeholders, including researchers and practitioners, can help shape equitable opportunities for youth with disabilities in transition. Transition by Design reframes disability, diversity, and equity during the transition from high school to adulthood. “Audrey Trainor offers an excellent treatise on transition research and practice as cultural acts that lead to differential outcomes for youth with disabilities, particularly for those from historically marginalized groups. Each of us must heed her call to examine how our personal and professional cultures influence our work and contribute to equity, or inequity, in programs and services for these populations.” —Alba A. Ortiz, professor emerita, The University of Texas at Austin “With passion and precision, Trainor calls us to see the work of transition education through new and broader lenses. Her remarkable book pushes the field to pursue equity and ensure every young person with a disability can flourish.” —Erik Carter, professor, Vanderbilt University
| Author | : Mary E. Morningstar |
| Publisher | : Brookes Publishing Company |
| Total Pages | : 0 |
| Release | : 2018 |
| Genre | : EDUCATION |
| ISBN | : 9781598573114 |
If you're a special educator or transition coordinator for high school students with disabilities, you play a critical role in empowering young people to achieve their goals and dreams. It's a complex and challenging job--and this introductory guide will help you every step of the way as you support students' successful transition to college, work, and community life. You'll get the how-to guidance you need to master all the basics of transition planning and services, from assessing each learner's strengths and writing IEPs to evaluating student progress. Research-based strategies help you develop effective plans with confidence, and the reproducible checklists and forms keep critical information organized as you prepare each student for life beyond the classroom. A must-read for all transition coordinators--and any secondary educator with a role on the transition team--this book is your essential guide to supporting successful, self-determined futures for all your students. PRACTICAL HELP IN EVERY CHAPTER: Getting started. For each major transition topic covered, you'll find a thorough introduction to the fundamentals, including definitions of key terms and concrete examples. Making it happen. Get in-depth guidance and practical strategies for creating and carrying out each step of an effective transition plan. What you can do right now. Put the ideas in each chapter into immediate action with quick tips, helpful forms, and a list of the best online resources. DISCOVER HOW TO: build a transition assessment toolkit - write transition IEPs with measurable goals - increase family and student involvement in transition planning - strengthen student self-determination - embed transition skills in core academic content - boost student engagement in school - create a quality career development program - prepare students for postsecondary education - teach independent living skills - enhance students (TM) social skills - support participation in community experiences - promote interagency collaboration - evaluate student progress - and more With practical checklists & forms: Skills and Knowledge Checklist for transition specialists Self-determination forms for students and families Helpful forms for your career development program Ecological inventory and task analysis forms
| Author | : Yvonne Moreno |
| Publisher | : |
| Total Pages | : 394 |
| Release | : 2014 |
| Genre | : School-to-work transition |
| ISBN | : |
All individuals regardless of their exceptionalities must have a right to live full independent lives, and to be contributing members of society. However, according to the literature individuals with disabilities continue to experience poor post-school outcomes as compared to their non-disabled peers. The purpose of this study was to examine the perceptions of special education case-managers about the impact that transition barriers have on the post-school outcomes of students with disabilities, and to determine whether best practices were being used as part of students' transition planning. In addition, special education case-managers disability lenses were assessed to explore whether case-managers' disability model--based on the medical, social, and social-relational model of disability--influenced the implementation of transition best practices. Special education case-managers' responses to demographic questions were also assessed to determine whether differences exist between special education case-managers demographics and their disability model. The population for this study consisted of special education case-managers, working at one of five public high schools in a southwest region of the United states, whose caseloads consisted of students diagnosed with one or more of the 13-disability categories under IDEA (Individuals with Disabilities Education Act). Two surveys, the High Incidence Disabilities Transition Survey (HIDTS) and Low Incidence Disabilities Transition Survey (LIDTS), were developed to answer research questions. Descriptive statistics, one-way Analysis of Variance (ANOVA), and Chi-square tests were used to answer the research questions. According to the results, transitions barriers are present in schools and have an impact on the post-school outcomes of students with disabilities. In addition, participants indicated that best practices are being used at a minimal rate or are not available in schools for students with disabilities. Findings also suggest that for some disability categories and best practices, there are statistically significant differences among the "total use" of best practices by the three different disability models. Findings also revealed that there is an association between special education case-managers disability lenses and level of education.
| Author | : Mary Anne Prater |
| Publisher | : SAGE Publications |
| Total Pages | : 984 |
| Release | : 2016-12-29 |
| Genre | : Education |
| ISBN | : 1483390616 |
To ensure that all students receive quality instruction, Teaching Students with High-Incidence Disabilities prepares preservice teachers to teach students with learning disabilities, emotional behavioral disorders, intellectual disabilities, attention deficit hyperactivity, and high functioning autism. It also serves as a reference for those who have already received formal preparation in how to teach special needs students. Focusing on research-based instructional strategies, Mary Anne Prater gives explicit instructions and includes models throughout in the form of scripted lesson plans. The book also has a broad emphasis on diversity, with a section in each chapter devoted to exploring how instructional strategies can be modified to accommodate diverse exceptional students. Real-world classrooms are brought into focus using teacher tips, embedded case studies, and technology spotlights to enhance student learning.
| Author | : Nanette Edeiken-Cooperman |
| Publisher | : |
| Total Pages | : 0 |
| Release | : 2012-10-02 |
| Genre | : School-to-work transition |
| ISBN | : 9783659250033 |
