Career Development for Exceptional Individuals recent issues

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.

Patricia L. Sitlington, PhD, 1947--2009: Professor, University of Northern Iowa

Clark, G. M. — Wed, 15 Jul 2009 13:05:57 PDT

From the Editors

Test, D. W., Algozzine, B. — Wed, 15 Jul 2009 13:05:57 PDT

Transition Planning/Coordinating Interventions for Youth with Disabilities: A Systematic Review

Cobb, R. B., Alwell, M. — Wed, 15 Jul 2009 13:05:57 PDT

The relationship between transition planning/coordinating interventions and transition outcomes for secondary-aged youth with disabilities was explored in this systematic review. A total of 31 studies intervening with 859 youth with a wide variety of disabilities were reviewed. Using the transition intervention framework of Kohler and Field (2003) the findings of this review support the efficacy of student-focused planning and student-development interventions in improving the transition-related outcomes for youth with disabilities. There were not an adequate number of studies meeting minimal standards of methodological adequacy to assess the efficacy of family involvement, collaborative service delivery, and program structure interventions. Implications for practice are suggested as well as directions to the reader to locate more detailed descriptions of how several interventions associated with student-focused planning and some areas of student development might be acquired and implemented in secondary educational environments.

Functional Life Skills Curricular Interventions for Youth With Disabilities: A Systematic Review

Alwell, M., Cobb, B. — Wed, 15 Jul 2009 13:05:57 PDT

The relationship between functional or life skills curricula (the intervention) and transition-related outcomes for secondary-aged youth with disabilities is explored in this systematic review. A total of 50 studies intervening with 482 youth with (largely) disability labels of moderate to severe mental retardation were reviewed. The findings of this review provide tentative support for the efficacy of the use of functional or life skills curricular interventions across educational environments, disability types, ages, and gender in promoting positive transition-related outcomes. These findings are discussed in terms of characteristic features of the literature set and competing trends in secondary education. Selected studies in a number of specific curricular areas are recommended.

Social and Communicative Interventions and Transition Outcomes for Youth with Disabilities: A Systematic Review

Alwell, M., Cobb, B. — Wed, 15 Jul 2009 13:05:57 PDT

The relationship between social and communicative interventions and transition-related outcomes for secondary-aged youth with disabilities is explored in this systematic review. In all, 30 studies intervening with 316 youth with a broad range of disability labels (both high- and low-incidence disabilities) were reviewed. Subgroup analyses were conducted on original research in these areas: augmentative and alternative communication (AAC), conversation skills, decreasing aberrant behavior, and social skills training (SST). Little support was found for AAC and modest support for interventions designed to increase conversation skill acquisition and for SST, and the research in decreasing aberrant behavior was unable to be synthesized because of effect size calculation formula problems. Results are discussed in terms of alignment with extant literature reviews, methodological issues in meta-analysis, recommendations for further research, and practical implications.

Self-Determination for Students with Disabilities: A Narrative Metasynthesis

Cobb, B., Lehmann, J., Newman-Gonchar, R., Alwell, M. — Wed, 15 Jul 2009 13:05:57 PDT

Seven narrative and systematic reviews published since 2000 and focusing on self-determination for individuals with disabilities are reviewed in this narrative metasynthesis. The authors distinguish their work from other metasynthesis work by calling it a narrative metasynthesis because they include both narrative reviews and meta-analyses in this metasynthesis. These seven reviews focused on different disability groups, different intervention curricular and instructional techniques, and different outcomes. Findings were relatively consistent with multicomponent self-determination interventions demonstrating greater positive effects than single-component interventions and self-determination and academic productivity outcomes showing greater positive effects than academic quality outcomes. Theoretical, empirical, and methodological findings and implications are discussed.

Evidence-Based Practices in Secondary Transition

Wed, 15 Jul 2009 13:05:57 PDT

A literature review was conducted to identify evidence-based practices in secondary transition using quality indicator checklists for experimental research. Practices were categorized by the Taxonomy for Transition Programming. Overall, 32 secondary transition evidence-based practices were identified. Two practices had a strong level of evidence, 28 had a moderate level of evidence, and 2 had a potential level of evidence. The majority of practices represented instruction of skills within the category of Student Development. No evidence-based practices were identified in the category of Interagency Collaboration. Findings provide practitioners with a set of evidence-based practices for improving transition services and researchers with an agenda for conducting future research.

From the Editors

Algozzine, B., Test, D. W. — Thu, 16 Apr 2009 14:24:24 PDT

A Multistate Survey of Special Education Teachers' Perceptions of Their Transition Competencies

Benitez, D. T., Morningstar, M. E., Frey, B. B. — Thu, 16 Apr 2009 14:24:24 PDT

Adult outcomes for students with disabilities continue to remain below their peers without disabilities, and such poor postsecondary outcomes may be due to special education teachers who are unprepared to plan and deliver effective transition services. This study examined the perceptions of 557 middle and high school special education teachers from 31 states. A transition competencies survey was developed to collect data on teacher demographic variables as well as ratings of their levels of proficiency in (a) preparation to plan and deliver transition services, (b) satisfaction with transition training, and the (c) frequency with which they deliver specific competencies. Implications for including transition content in both special education personnel preparation programs and professional development opportunities for teachers of transition-aged youth are discussed.

A Compliance Evaluation of the Transition Outcomes Project

Finn, J. E., Kohler, P. D. — Thu, 16 Apr 2009 14:24:24 PDT

This study examines the quantitative results of an evaluation investigating implementation of the Transition Outcomes Project in a midwestern state. Data collection and analysis consist of preevaluation and postevaluation of students' Individualized Education Programs (IEPs) using the Transition Requirements Checklist and include statistical analyses to evaluate the concept of "compliance" as reflected in the IEP content. Findings indicated (a) an overall increase in the frequency of IEP transition items that meet Individuals With Disabilities Education Act requirements and (b) general improvement between expected and observed frequencies of the 32 items from initial to follow-up review. Patterns of change vary considerably. More than half of the items were "in compliance" at prereview and postreview while others remained missing, changed from missing to present, or from present to missing. This article raises questions about the complexity of evaluating such a model and the kinds of information states and school districts need to improve the content of IEPs.

What Are High Schools Offering as Preparation for Employment?

Guy, B. A., Sitlington, P. L., Larsen, M. D., Frank, A. R. — Thu, 16 Apr 2009 14:24:24 PDT

The purpose of this study is to determine (a) the patterns that existed in employment preparation courses offered by districts across a midwestern state and (b) the primary intent, primary method of instruction, and location of the classroom-based and work-based components of these courses. Findings indicated that (a) employment preparation offerings were limited, (b) career and technical education was the primary vehicle for delivering employment preparation, (c) the majority of employment preparation course work was offered in the classroom setting, (d) the intent of instruction for work-based-only courses was different from other delivery models, (e) the primary method of instruction in classroom-based-only courses was combined lecture and experiential, and (f) the method of delivering work-based learning differed by model.

A Comparison of Transition From High School to Adult Life of Students With and Without Disabilities

Chambers, D., Rabren, K., Dunn, C. — Thu, 16 Apr 2009 14:24:24 PDT

This study examined responses from the Alabama Post-School Transition Survey to determine how students with and without disabilities compare in postschool outcomes. Responses provided information about the students' employment, residence, postsecondary education and training, barriers, perceptions of high school preparation, and interests and activities. Students with and without disabilities provided significantly different responses related to their personal interests and activities, postsecondary education and training, and residence. Students with and without disabilities provided similar responses to the questions related to high school preparation, employment, and barriers encountered since leaving high school. Implications of similarities and differences are discussed.

Toward Self-Directed Learning, Post-High School Placement, and Coordinated Support Constructing New Transition Bridges to Adult Life

Rusch, F. R., Hughes, C., Agran, M., Martin, J. E., Johnson, J. R. — Thu, 16 Apr 2009 14:24:24 PDT

Students without disabilities traditionally either enter postsecondary education or seek employment after high school graduation. These outcomes are not routinely experienced by youth with disabilities, however. Instead, they often face an uncertain future—one that may include unemployment or underemployment, social isolation, or dependence, despite federal legislation designed to pave the way toward successful and fulfilling adult lives. To address these inequalities, the authors propose constructing new transition bridges, including (a) teaching students to become self-directed learners before they enter high school, (b) assisting students in identifying where they would like to continue their education or work and placing these students in these student-identified destinations before they exit high school, and (c) coordinating post-placement support services with either postsecondary educational institutions or local agencies that provide employment support.

From the Editors

Algozzine, B., Test, D. W. — Fri, 07 Nov 2008 15:44:12 PST

Improving Interagency Collaboration: Effective Strategies Used by High-Performing Local Districts and Communities

Noonan, P. M., Morningstar, M. E., Gaumer Erickson, A. — Fri, 07 Nov 2008 15:44:12 PST

Young adults with disabilities often depend on linkages and supports from adult agencies to achieve high-quality adult outcomes. However, interagency collaboration has emerged as a major area of difficulty and a critical area in need of improvement for school districts throughout the United States. Based on the input of research participants from 29 high-performing districts and state-level transition coordinators from five diverse states, this article identifies 11 key strategies to enhance interagency collaboration. Results provide implications for the field of transition concerning effective methods for increasing interagency collaboration and, ultimately, improving postschool outcomes for student with disabilities.

Special Educators' Perceptions of Summer Employment and Community Participation Opportunities for Youth With Disabilities

Trainor, A. A., Carter, E. W., Owens, L. A., Swedeen, B. — Fri, 07 Nov 2008 15:44:12 PST

Although connecting youth with disabilities with early work experiences has emerged as a recommended practice in transition education, little is known about the extent to which the summer months might offer a meaningful context for providing such experiences. To understand the perspectives of special educators regarding promoting summer employment and other community activities for youth with disabilities, the authors interviewed 14 teachers from 10 high schools. Although teachers identified the summer months as a promising avenue for engaging youth in career development experiences, they articulated several school-, family-, and employer-related barriers that may hinder youth from accessing these experiences. This article discusses recommendations for engaging youth more meaningfully during the summer months and offers direction for future research.

Relationships Between Recreation and Levels of Self-Determination for Adolescents and Young Adults With Disabilities

McGuire, J., McDonnell, J. — Fri, 07 Nov 2008 15:44:12 PST

Self-determination continues to be a focus for secondary students who have intellectual disabilities. This study examined the relationship between recreation and self-determination for adolescents and young adults with intellectual disabilities. Students from secondary and post—high school special education programs tracked their involvement in recreation for a 2-week period. Then students were given the Arc's Self-Determination Scale. The results establish a predictive relationship between recreation and self-determination indicating that increased amounts of time adolescents and young adults spend actively involved in recreation were found to be predictive of higher levels of self-determination. The findings support that recreation may be a useful strategy for enhancing self-determination skills and that self-determination can be increased through experiences, not just through teaching explicit skills.

Academic Identity Development Through Self-Determination: Successful College Students With Learning Disabilities

Anctil, T. M., Ishikawa, M. E., Tao Scott, A. — Fri, 07 Nov 2008 15:44:12 PST

This study provides a model of academic identity development for college students with learning disabilities from the integrative self-determination themes of persistence, competence, career decision making, and self-realization. Nineteen self-determined and high-achieving participants were interviewed. The participants' stories illustrate how persistence influences competence, which in turn influences career decision making and ultimately enhances self-realization and supports one's academic identity. Knowledge of one's learning disability, along with self-advocacy and conflict resolution skills, improved the students' ability to obtain academic accommodations in college settings. Secondary education implications include the importance of providing opportunities for students to (a) acquire self-knowledge about their disability, (b) autonomously practice self-advocacy with teachers, and (c) develop conflict resolution skills within the context of academic accommodation requests.

A Self-Evaluation Instrument for Work Performance and Support Needs

Brady, M. P., Rosenberg, H., Frain, M. P. — Fri, 07 Nov 2008 15:44:12 PST

Involvement of students and adult employees into the decisions that affect their education and employment can improve their transition into supported employment. One means for increasing involvement into these decisions is to gain their input into performance evaluations and support needs. The Job Observation and Behavior Scale: Opportunity for Self-Determination is an assessment designed to obtain such input from the perspective of students preparing for, and employees participating in, supported employment. This article presents the role of the scale in obtaining student and employee input into their own work performance and support needs; it summarizes the development and technical properties of the instrument; and it describes how this instrument can promote the self-determination of students and adult employees with disabilities.

In Other Sources

Konrad, M., Trela, K., Fishley, K., White, J., Mazzotti, V., Itoi, M. — Fri, 07 Nov 2008 15:44:12 PST

This column provides brief summaries of transition-related articles published in 2007 in 23 other professional journals. The 49 articles included descriptive, experimental, and qualitative research as well as program descriptions, conceptual papers, and practitioner pieces. All areas of Kohler's taxonomy for transition programming were addressed: family involvement, interagency collaboration, program structure, student development, and student-focused planning.