Postschool Outcomes For Students Research Articles

한국 발달장애인의 특수교육의 궁극적 성과 지수 개발

The purpose of this study was to develop SPecial education’s Ultimate Outcome Index(SP-UO-Index)
 for individuals with intellectual and developmental disabilities(IDDs). The “2021 Work and Life
 Survey for the Individuals with Developmental Disabilities” data from the Korea Employment Agency
 for the Disabled(KEAD) was used. The data of 549 individuals with IDDs was analyzed. The 8
 sub-areas and 22 indicators of “the ultimate outcome of special education” were confirmed using
 suitability assessment from a panel of special education experts: six university professors of special
 education and 14 special education teachers. The special education’s ultimate outcome index for
 individuals with IDDs was developed and validated using the Cronbach’s α coefficient and Pearson’s
 correlation index. In order to confirm the overall model fit of the index, χ2, RMSEA, CFI, and TLI were
 analyzed. The ultimate outcome of special education consisted of the 8 sub-areas: employment,
 postsecondary education, self-care and domestic living skills, daily living common competence,
 community participation, self-determination, health maintenance, and life satisfaction. This study is
 significant in that it was the first to conceptualize the ultimate outcome of special education for
 individuals with IDDs and develop the special education’s ultimate outcome index in Korea.
 Furthermore, this index could promote further domestic and international discussions on the quality
 enhancement of schooling and the postschool outcomes for students with IDDs.

Principal and Assistant Principal Involvement in and Barriers to Supporting Secondary Transition for Students with Disabilities

To address disparities in post-school outcomes for students with disabilities, federal legislation mandates appropriate education programs to include transition planning and programs for students with disabilities. Because administrators are held responsible for ensuring appropriate educational programs for all learners including those with disabilities, it is important to understand their perspectives on secondary transition; however, research on administrators' involvement in secondary transition activities is limited. Using a single-state survey, this study examined the perspectives of secondary school administrators (i.e., principals and assistant principals) on their involvement and engagement in providing effective transition services for students with disabilities and their perceptions of barriers to providing and supporting transition efforts. Frequency of responses show the majority of administrators indicated they were highly involved in including parents and families in transition processes and attending IEP meetings. Yet, they were never directly involved with collaborating with community agencies to be actively involved with students with IEPs. Frequency of responses also show the majority of participants identified families not being prepared to participate in transition processes as a significant barrier as well as the absence of real-life instructional contexts (e.g., paid work experience) and lack of effective supports for students with IEPs from outside agencies as significant or moderate barriers. Implications for practice and future research are provided.

Monitoring the Transition Requirements of the Individuals With Disabilities Education Act: A Critique and a Proposal to Expand the Performance Indicators

Despite extensive transition provisions in the Individuals with Disabilities Education Act (IDEA), the post-school outcomes for students with disabilities continue to be disappointing. The IDEA designated those transition provisions as priority targets for federal and state compliance monitoring to assure that schools are attaining the goal of successful post-school transition for students with disabilities. Yet, we question if the compliance monitoring approach, indicator targets, and data collection requirements are appropriate and adequate to gauge post-school success. We provide a critical examination of the transition performance monitoring indicators and propose recommendations for policy and praxis, including culturally responsive data disaggregation by ethnicity and race. These policy proposals, coupled with effective preservice and inservice professional development praxis, will enhance successful transition outcomes for students with disabilities.

Teacher-delivered virtual manipulative mathematics intervention to individuals with extensive support needs

While mathematics is foundational to further academic learning and post-school outcomes for students with disabilities, research and practice specifically for those students has not received significant attention. Moreover, an insufficient number of studies have sought to verify the effectiveness of interventions delivered by teachers who work directly with students with extensive support needs (ESN). The purpose of this study was to explore the effectiveness of an intervention—the virtual manipulatives-based instructional sequence—in teaching equivalent fractions delivered by the special education teacher who worked regularly with the students. Among three students aged from 15 to 17, all acquired the skill and one of the three maintained the skill up to eight weeks later. With additional strategy (i.e., self-monitoring), the other two students maintained the skill. The study also addressed limitations and future directions.

Are Students with Mathematics Learning Disabilities Receiving FAPE?: Insights from a Descriptive Review of Individualized Education Programs

AbstractStudents with mathematics learning disability (MLD) are entitled to a free appropriate public education (FAPE) as outlined by their Individualized Education Program (IEP). The IEP is a roadmap to enhance in‐school and postschool outcomes for students with a disability. We reviewed IEPs (n = 89) for secondary students with MLD enrolled in 15 rural independent school districts in the southeast part of the United States. Results suggested secondary students with MLD have needs in (a) calculation; (b) fractions, decimals, and percentages; (c) functional mathematics; (d) reading; and (e) social and behavioral skills based on annual goals written in their IEPs. Yet 70% of the IEPs reviewed included only instruction in the general education setting, without specialized services. IEPs included a variety of accommodations, but few goals facilitated access to grade‐level content or special education services to support specialized instruction to meet goals. Implications for practice, limitations, and future research are discussed.

Parent and Youth Post-School Expectations: Students With Intellectual Disability in Rural Schools

While research exists on parent expectations associated with post-school outcomes of youth with intellectual disability, limited research examines issues of parent—and youth—post-school expectations relative to issues of community, such as living in rural versus urban or suburban settings. Through a secondary analysis of the National Longitudinal Transition Study (NLTS) 2012, we examined parent and youth expectations regarding post-school outcomes for students with intellectual disability relative to school locale (i.e., rural, urban, and suburban) and severity of intellectual disability. Youth from rural schools reported high rates of positive post-school expectations with regard to independent living and being employed, and their rates relative to independent living exceeded parental expectations. However, across the different variables, school locale was only a factor in the binary or ordinal logistic regression analyses for two dependent variables: parental expectation for their child to support themselves financially and parental expectations of obtained level of education.

Teaching Transition Self-Determination Knowledge and Skills Using the ME! Bell Ringers

Special education teachers report lack of time and a shortage of appropriate curricula as reasons impeding implementation of transition education in their classrooms. However, research indicates school and postschool outcomes of students with disabilities improve significantly with transition instruction. The ME! Lessons for Teaching Self-Awareness and Self-Advocacy materials and activities were developed to teach students to understand their disability and abilities, rights and responsibilities, and self-advocacy skills, which are all critical self-determination components. This article details a time-efficient means to teach the essence of the ME! Lessons using ME! Bell Ringers, which include instruction in self-advocacy, student involvement in individualized education program (IEP), and disability awareness, using 10-min lessons that can be taught at the beginning of class in a daily or weekly format.

Reviewing Research on the Self-Determined Learning Model of Instruction: Mapping the Terrain and Charting a Course to Promote Adoption and Use

Researchers have linked the promotion of self-determination with positive school and post-school outcomes for students with intellectual and developmental disabilities and evidence-based practices, such as the Self-Determined Learning Model of Instruction (SDLMI), has been developed for use by teachers to enable students to develop self-determination. However, there is an ongoing need to promote the wider adoption of the SDLMI in practice and in teacher education. The purpose of this literature review was to identify how the SDLMI has been implemented to promote academic and non-academic outcomes in order to provide future directions for the increased use of the SDLMI in practice. Twenty-one research studies of the SDLMI and its impact on student outcomes were identified. The evidence suggests that SDLMI offers a successful approach to teaching student self-determination which can lead to success in school and post-secondary life, and in attaining self-selected goals; however, additional research is needed. Implication for practice, teacher education, and culturally and linguistically diverse population of students with disabilities are discussed.

Evidence-Based Practices and Predictors: Improving Post-School Outcomes for Students with Disabilities

Post-school outcomes for individuals with disabilities have been persistently poor. The Bureau of Labor Statistics (2014) found only 18% of individuals with disabilities were active in the labor force, and Newman et al. (2011) found only 41% have completed a post-secondary education program. Research in secondary transition has identified 64 practices that are effective with and 16 predictors that improve the post-school outcomes for this population. Many of these are compatible with the services speech-language pathologists (SLPs) provide. This article reviews the evidence-based practices and predictors relevant to SLPs by defining, describing, and providing examples of how to use them.

The Influence of Gender on Non-Academic Skills Associated With Post-School Employment and Further Education

Gender differences have been found in post-school outcomes of students with disabilities, yet these differences are rarely examined. To determine whether male and female high school students with disabilities scored differently in non-academic behaviors known to affect post-school education and employment measured by the Transition Assessment and Goal Generator, we analyzed scores provided by 1,537 high school students with disabilities, 836 family members, and 139 professionals from 30 states. Findings revealed no difference in full-scale scores on Professional or Student versions based on gender of the student. Family members’ overall scores for females were significantly higher, yet the difference was slight. Some differences were found at the construct level on all three versions. Construct differences and implications are discussed.

Exploring assistive technology and post-school outcomes for students with severe disabilities

Purpose: This study sought to understand the extent to which students with severe disabilities receive assistive technology in school and out-of-school, and the relationship between receipt of assistive technology in school and post-school outcomes for these students. Method: This study was a secondary analysis of the National Longitudinal Transition Study-2 (NLTS2) from the USA. To analyze the data in this correlational study, researchers conducted frequency distributions, Chi Square Tests of Associations, significance tests and logistic regressions. Results: The main results suggest (a) receipt of assistive technology in school varied greatly by disability identification; (b) receipt of assistive technology post-school also varied by disability identification, but receipt was generally lower; and (c) few statistically significant post-school outcome differences existed between students who received assistive technology and those who did not. Conclusion: An under-utilization of assistive technology exists in practice in the USA for students with severe disabilities.Implications for RehabilitationAn under-utilization of assistive technology for secondary students and adults with severe disabilities likely exists.A need exists for improved collaboration between professionals in rehabilitation and professionals in schools to ensure continuation of needed services or aids, such as assistive technology.Additional research is needed to better understand the adult life (or post-school) outcomes of individuals with severe disabilities, factors from PK-12 schooling or post-school services that positively and negative impact those outcomes.

Promoting Self-Determination Throughout the FBA/BIP Process

Student behavior that interferes with teaching and learning remains a major concern for educators. In-school and postschool outcomes for students with challenging behaviors are among the poorest. Many of these students require a functional behavioral assessment and intervention plan to become more successful. Externally-driven behavior change programs, however, may do little to increase students’ self-regulation or preparation for greater independence. The purpose of this article is to propose and describe an integrated approach and resources for addressing self-determination skills within the essential steps of the functional behavioral assessment and intervention plan to help educators better support student growth in both arenas.

The postschool outcomes of students with mild intellectual disability: does it get better with time?

Although students with mild intellectual disability (MID) present unique educational needs and considerations, in research and in practice, they are sometimes aggregated with students with learning disabilities and emotional disorders and considered mild disabilities or aggregated with students with moderate/severe intellectual disability and labelled as intellectual disability. This study is a secondary analysis of the NLTS2 data to understand the immediate (i.e. within 2 years) and longer-term outcomes (i.e. within 4 years, within 6 years and within 8 years) of secondary students with MID. Frequency distributions and a significant test were conducted to analyse data from the NLTS2. Students with MID struggled with postschool success when considering employment, postsecondary education, and independent living. Across the span of time since graduation (i.e. within 2 years, within 4 years, within 6 years, and within 8 years), a lack of consistent pattern existed, in general, for these students with regards to outcomes. Students did not necessarily improve or decline in their outcomes the longer they were out of school. The postschool outcome data warrant critical examination of the factors contributing to the poor outcomes. The field needs to systematically understand what schools can control with regards to improved outcomes for students with MID - particularly employment regardless of the length of time out of school and independent living as the time since school exit increases - and then implement such practices.

Rhetoric, Accountability, Advocacy: Postschool Transition of Students With Specific Learning Difficulties in Hong Kong

The international literature reflects the significance of transition services for postschool outcomes of students with disabilities. In 2008, the Hong Kong Government introduced a policy to support students with disabilities, especially those with specific learning difficulties (SLD), to transition to postschool life in inclusive settings. This article focuses on the status of policy implementation in Hong Kong and its link to the higher education participation of students with SLD. Analyses are based on expectations of policymakers for school practices in transition services, parental experiences, and a discussion forum involving postsecondary students with SLD, advocacy groups, and university student affair personnel. Findings reveal a lack of expectation for implementation and school accountability from policymakers, an extremely low participation rate of students with SLD in higher education, a slow development of support systems in higher education, and the significant role played by an advocacy group on moving the higher education support forward in the absence of a policy mandate. By focusing on the close relationship between transition services and postsecondary outcomes, the use of legislation for disability policies to ensure the provision of transition services and the role of self and external advocacy to lobby for such legislation are recommended and discussed.

An Analysis of State Data Collection Protocols for Measuring Postschool Outcomes for Students With Disabilities

Indicator 14 is a federal accountability initiative that attempts to generate data on the outcomes of students with disabilities 1 year after leaving high school. Currently, there are only two areas, postsecondary education/training and employment, mandated for examination. Ultimately, the data are used to develop specific goals for 6-year State Performance Plans. This study reports the variability of the data collection instruments in areas of inquiry and number of items in the instruments of all 50 states. Commentary is made regarding the positive and negative aspects as well as missed opportunities in the data collection process for Indicator 14.

Poverty and Disability

Living in poverty increases the likelihood that students with disabilities will experience poor postschool outcomes, including unemployment, underemployment, and limited postsecondary education. The effects of the intersection of poverty and disability persist into adulthood where the employment rate for adults with disabilities is only one fourth that of individuals without disabilities. For close to 50 years, federal legislation has attempted to address the educational and economic disparities faced by students with disabilities and those growing up in poverty. In keeping with the focus of the civil rights movement and the Occupy Wall Street protests on the social and economic inequalities prevalent in the United States, policy directly addressing educational inequities is recommended to improve the daily lives and postschool outcomes of students with disabilities and those who are living in poverty.

An Exploratory Survey of Transition Teaching Practices

This study used multilevel modeling to examine the extent to which secondary special educators promoted nonacademic behaviors that were positively linked to postschool outcomes for students with disabilities, including self-advocacy, goal setting and attainment, disability awareness, employment, and utilization of supports. Respondents were 248 special educators in 20 states. Results showed that between-state factors accounted for significant variance in transition practices and that teachers reported teaching skills related to disability awareness, self-advocacy, goal setting and attainment, and utilization of supports more frequently than those related to employment. Limitations of the study, suggestions for future research, and implications for practice are discussed.

Exploring Employment Preparation and Postschool Outcomes for Students With Mild Intellectual Disability

Employment is an important postschool goal for students with mild intellectual disability; yet, results for this particular population are often not disaggregated from other disability categories. In this study, data from the National Longitudinal Transition Study-2 (NLTS2) were used to explore the extent to which students with mild intellectual disability participated in employment-related transition activities, the relationship between participation in these activities and school demographic variables, and the relationship between these activities and postschool employment outcomes. The results revealed three main findings: (a) the majority of students with mild intellectual disability participated in employment-related transition activities, (b) participation in employment-related transition activities differed by school demographics, and (c) postschool employment status was related to participation in employment-related transition activities while in school.

Secondary special educators' transition involvement

Background Different roles and responsibilities are required of school professionals to facilitate students' successful transition from school to post-school lives. Special educators' involvement in transition services is essential for better post-school outcomes for students with disability.Method The Transition Involvement Survey with five domains was developed for the study and a total of 343 secondary special educators in the United States participated. MANOVA and post hoc discriminant analysis were used to examine group differences across the five domains.Results Special educators rated highly in their involvement in transition planning but less so in other domains. Receiving in-service training was significantly related to educators' transition involvement but receiving pre-service training was found to be only partly related.Conclusion The gap between special educators' knowledge and involvement in extending transition services affects the provision of services. Recommendations from this study support stronger personnel preparation to improve this situation.

Post-school outcomes of students with disabilities: A quantitative and qualitative analysis

Post-school outcomes of students with disabilities: A quantitative and qualitative analysis