Career Development for Exceptional Individuals current issue

From the Editors

Test, D. W., Algozzine, B. — Mon, 16 Nov 2009 18:58:49 PST

Similarities and Differences in the Transition Expectations of Youth and Parents

Powers, K., Geenen, S., Powers, L. E. — Mon, 16 Nov 2009 18:58:49 PST

This study explored similarities and differences in the transition expectations of parents and youth. Independent samples of parents (N = 270) of transition-age youth with disabilities and students with disabilities (N = 242) were surveyed about the importance of achieving various adult goals, having specific types of transition-related training and skills, and potential barriers to transition. Factor analysis of the data yielded six scales, and significant differences were found between youth and parents on four of these scales indicating that parents tend to value teacher support more, whereas youth reported higher levels of self-esteem, greater barriers to transition, and more interest in assuming caretaking roles in their future. Parents and students were in agreement, however, around the goals they felt were most important for transition: finishing high school, having health insurance, and having access to a good doctor.

Exploring School-Employer Partnerships to Expand Career Development and Early Work Experiences for Youth With Disabilities

Mon, 16 Nov 2009 18:58:49 PST

Although career development and early work experiences are associated with improved postschool employment outcomes for youth with disabilities, transition personnel report having few natural community partners to support and enhance these experiences. We surveyed 135 chambers of commerce and other employer networks to examine (a) whether and how these networks have partnered previously with local high schools on 18 youth-focused career development activities, (b) the extent to which they would consider such involvement to be feasible, and (c) the influence of disability status of youth on their responses. Although respondents considered a number of youth-focused support activities to be feasible, most chambers had limited previous involvement and their views and experiences were clearly influenced by the disability status of youth. Recommendations for expanding the involvement of employer networks in supporting the career development and early work experiences of youth are offered.

Evidence-Based Secondary Transition Predictors for Improving Postschool Outcomes for Students With Disabilities

Mon, 16 Nov 2009 18:58:49 PST

The purpose of this study was to conduct a systematic review of the secondary transition correlational literature to identify in-school predictors of improved postschool outcomes in the areas of education, employment, and/or independent living for students with disabilities. Based on results of this review, 16 evidence-based, in-school predictors of postschool outcomes were identified. Of the 16 predictors, 4 (25%) predicted improved outcomes in all three postschool outcome areas, 7 (43.8%) predicted improved outcomes for only postschool education and employment, and 5 (31.3%) predicted improved outcomes for employment only. Limitations and implications for future research and practice are discussed.

In Other Sources

Mon, 16 Nov 2009 18:58:49 PST

This column provides brief summaries of transition-related articles published in 2008 in other professional journals. The 70 articles included descriptive, experimental, and qualitative research as well as program descriptions, conceptual papers, and practitioner pieces. All areas of Kohler’s (1996) Kohler, P. D. (1996). Preparing youth with disabilities for future challenges: A taxonomy for transition programming. In P. D. Kohler (Ed.), Taxonomy for transition programming: Linking research and practice (pp. 1-62). Champaign, IL: Transition Research Institute. Taxonomy for Transition Programming were addressed: family involvement, interagency collaboration, program structure, student development, and student-focused planning.