Browsing by Subject "transition"
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Item 2003 National Leadership Summit on Improving Results for Youth (NCSET Leadership Summit)(University of Minnesota, Institute on Community Integration, National Center on Secondary Education and Transition (NCSET), 2003-09) National Center on Secondary Education and TransitionItem 2005 National Leadership Summit on Improving Results for Youth (NCSET Leadership Summit)(University of Minnesota, Institute on Community Integration, National Center on Secondary Education and Transition (NCSET), 2005-06) National Center on Secondary Education and TransitionItem Access to the General Education Curriculum: Findings from the National Longitudinal Transition Study-2 (NCSET Teleconference)(University of Minnesota, Institute on Community Integration, National Center on Secondary Education and Transition (NCSET), 2004-11) Newman, LynnItem Access to the General Education Curriculum: Research-Based Interventions for High School Students with Disabilities (NCSET Teleconference)(University of Minnesota, Institute on Community Integration, National Center on Secondary Education and Transition (NCSET), 2004-08) Schumaker, JeanItem Access, Participation, and Progress in the General K-12 Curriculum (NCSET Capacity Building Institute)(University of Minnesota, Institute on Community Integration, National Center on Secondary Education and Transition (NCSET), 2002-07) National Center on Secondary Education and TransitionItem Accessible Transportation: A Key to Independence for Youth with Disabilities (NCSET Teleconference)(University of Minnesota, Institute on Community Integration, National Center on Secondary Education and Transition (NCSET), 2005-05) Abeson, Alan; Branigin, Karen WolfItem Accessing the General Curriculum: Including Students with Disabilities in Standards-Based Reform (NCSET Teleconference)(University of Minnesota, Institute on Community Integration, National Center on Secondary Education and Transition (NCSET), 2001-11) McLaughlin, Margaret J.; Nolet, VictorItem Accommodations for Students with Disabilities in High School (NCSET Issue Brief)(University of Minnesota, Institute on Community Integration, National Center on Secondary Education and Transition (NCSET), 2002-01) Thurlow, MarthaItem Addressing the Needs of Culturally and Linguistically Diverse Students With Disabilities in Postsecondary Education (NCSET Information Brief)(University of Minnesota, Institute on Community Integration, National Center on Secondary Education and Transition (NCSET), 2004-02) Cholymay, Margarita; Leake, DavidItem Addressing the Transition Needs of Youth with Disabilities through the Workforce Investment Act (WIA) System (NCSET Information Brief)(University of Minnesota, Institute on Community Integration, National Center on Secondary Education and Transition (NCSET), 2002-12) Mooney, Marianne; Crane, Kelli; Luecking, Richard GItem Age of Majority: Preparing Your Child for Making Good Choices (NCSET Parent Brief)(University of Minnesota, Institute on Community Integration, National Center on Secondary Education and Transition (NCSET), 2002-05) National Center on Secondary Education and TransitionItem Alternative Schools and Students with Disabilities: Identifying and Understanding the Issues (NCSET Information Brief)(University of Minnesota, Institute on Community Integration, National Center on Secondary Education and Transition (NCSET), 2004-10) Lehr, CamillaItem Applied Collaboration (NCSET Teleconference)(University of Minnesota, Institute on Community Integration, National Center on Secondary Education and Transition (NCSET), 2003-06) Johnson, Scott; Stahl, Barbara Jo; Davis, Jean; Hawes, MaureenItem Beyond the cliff: Parent perspectives on achieving positive employment outcomes for their autistic young adult.(2023-06) Silveira, CassandraThe unemployment rate for autistic young adults after high school graduation is higher than for all other populations with disabilities. The Individuals with Disabilities Education Act (IDEA) requires transition planning as part of an individualized education plan (IEP) starting no later than age 16. There is evidence, however, that autistic individuals experience difficulty with the transition to adulthood and have numerous needs unmet by current educational and social service providers (Hagner et al., 2014). Research has suggested that the role of parents is of vital importance in creating pathways for their autistic child to successfully achieve adult outcomes, including competitive integrated employment (CIE). CIE is one of the desired outcomes of IEP/transition planning. The purpose of this qualitative, multiple case study was to explore how parents of autistic children helped them navigate post-school transition and obtain CIE. Two theories are thought to play a role in this process. Wigfield and Eccles’ (2000) expectancy value theory was extended to parent expectations as contributors to CIE for their autistic children. In parallel, Barbara Fredrickson’s broaden-and-build theory (2001) offers a conceptual framework to understand how positive parent expectations play a role in their child’s achievement of goals and produces an iterative cycle of higher expectations and achievements. The study identified four closely related themes - the role, expectations, and advocacy of parents, inadequacy of comprehensive transition planning, access to knowledge and limited resources, and dogged determination - that described how parents in this study were able to help their children navigate a path to CIE. Findings have implications for different stakeholders, including other parents who are just beginning the transition process with their autistic child, school staff that support them, as well as social service providers. I also describe considerations for future research and a specific role for human resource development researchers and practitioners.Item Bridging the Digital Divide in Postsecondary Education: Technology Access for Youth with Disabilities (NCSET Information Brief)(University of Minnesota, Institute on Community Integration, National Center on Secondary Education and Transition (NCSET), 2002-12) Burgstahler, SherylItem Building Bridges Toward Science Careers for Youth with Disabilities (NCSET Research to Practice Brief)(University of Minnesota, Institute on Community Integration, National Center on Secondary Education and Transition (NCSET), 2004-04) Foy, Dave; Hodges, Bill; Lamb, PegItem Bullying and Teasing of Youth with Disabilities: Creating Positive School Environments for Effective Inclusion (NCSET Issue Brief)(University of Minnesota, Institute on Community Integration, National Center on Secondary Education and Transition (NCSET), 2003-12) Stenhjem, Pamela; Hoover, JohnItem Bullying, Teasing, Youth Violence, and Prevention: Addressing the Needs of Youth with Disabilities (NCSET Teleconference)(University of Minnesota, Institute on Community Integration, National Center on Secondary Education and Transition (NCSET), 2003-10) Hoover, John; Espelage, Dorothy; Little, LizaItem Career Planning Begins with Assessment (NCSET Teleconference)(University of Minnesota, Institute on Community Integration, National Center on Secondary Education and Transition (NCSET), 2005-10) Timmons, Joe; Podmostko, MaryItem A case study of an employment training program for students with disabilities aged 18–21: Strengths, barriers, and suggestions for improvement(2017-12) Horton, AshleyPeople with disabilities, across all age groups, are much less likely to be employed than those without a disability (Bureau of Statistics, 2017; Mourssi-Asfash, 2013; Erickson, Lee, & von Schrader, 2016). Historically, people with disabilities have been regarded as lesser human beings in the medical and social community. These views are social constructs (ableism and othering) that negatively impact the access to employment and job retention of people with disabilities. However, transition programs (for students with disabilities aged 18–21) in school districts are available to teach individuals with disabilities employment skills to expand employment rates and retention, thus increasing independence and contribution to self and society. One particular transition program has been successful for individuals with disabilities to become employed. This study aims to explore and understand how the program is successfully training individuals with disabilities to improve access to and retention of employment, as well as the drawbacks and next steps of the program. The participants in this case study were parents/guardians of individuals with disabilities who recently graduated from this transition program (in the past 2 years). Parents/guardians were interviewed about their personal experiences with the transition program, focusing in particular on employment training. The findings include: (a) teacher care, advocacy, and emphasizing success; (b) program positives, specifically the employment variety and the skills learned at those jobs and recommendation of the program to upcoming students and parents/guardians based on their employment experiences, support and advocacy from teachers, and genuine care from the teachers and staff from the program; and (c) areas of improvement including more variety and quantity of employment opportunities and communication about information regarding government resources and programming. Recommended improvement strategies for the program include: (a) develop peer support groups for parents/guardians and students; (b) have key people in the program to having a list of resources available to parents from the government agencies; (c) train students and parents/guardians to be better advocates; (d) have tangible copies of frequently asked questions and answers from parents, guardians, and students readily available at IEP meetings; (e) have a vocational rehabilitation service representative at every IEP meeting and, if this is not possible, have information that the representative would like to provide based on the individual's’ needs; (f) create a website with transitional guidelines to adulthood that parents/guardians and students could complete during their time with the transition program; (g) have a representative from the transition program working within the community and surrounding communities to build relationships for future job placements; (h) educate companies and employers about the benefits of hiring individuals with disabilities; and (i) continue the philosophy and culture of care, advocacy, and support for students and parents/guardians through the hiring process and a culture/climate committee. Keywords: transition, transition programs, special education, education, ableism, othering, employment, discrimination, disability, special education law, disability law