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Direct linkSehrish Shikarpurya; Carly B. Gilson – Intellectual and Developmental Disabilities, 2025
Racially minoritized parents often experience significant systemic barriers when accessing and navigating transition planning for their young adults with intellectual and developmental disabilities. Despite the benefits of transition-focused parent interventions, only a few studies have developed or adapted these interventions for racially…
Descriptors: Pilot Projects, Transitional Programs, Intervention, Parent Participation
Shirley Dawson; Melanie Allen; Heather Chapman – Journal of the International Society for Teacher Education, 2023
Self-determination and self-advocacy are critical skills for students with disabilities (SWD). Around the world, practitioners and educators express concerns that students transitioning from school to post-high school settings often lack the awareness to discuss their strengths, preferences, and needs. To improve self-determination, a one-year…
Descriptors: Self Determination, Students with Disabilities, High School Students, Intervention
Heather J. Nuske; Tristram Smith; Lynne Levato; Briana Bronstein; Nicole Sparapani; Consuelo Garcia; Fernanda Castellon; Hyon Soo Lee; Sarah F. Vejnoska; Samantha Hochheimer; Amber R. Fitzgerald; Jenny C. Chiappe; Amanda Dimachkie Nunnally; Jennica Li; Wendy Shih; Ashlee Brown; Michelle Cullen; Lisa M. Hund; Aubyn C. Stahmer; Suzannah Iadarola; David S. Mandell; Elizabeth McGhee Hassrick; Sheryl Kataoka; Connie Kasari – Journal of Autism and Developmental Disorders, 2025
New school transitions can be challenging for students on the autism spectrum. No published, evidence-based interventions exist to support families and teachers of students transitioning to elementary and secondary school during this critical period. Using Community Partnered Participatory Research, we developed "Building Better Bridges…
Descriptors: Autism Spectrum Disorders, Student Promotion, Transitional Programs, Educational Planning
Ryan, Claire; Shaver, Debra; Garberoglio, Carrie Lou; Newman, Lynn A. – Journal of Deaf Studies and Deaf Education, 2021
Successful social engagement is one of many important outcomes for deaf youth as they transition from high school to adult life. This study examined the effect of self-advocacy and social/life skill trainings in secondary school settings on social engagement after high school using propensity score modeling and data from the large-scale and…
Descriptors: Intervention, Deafness, Hearing Impairments, Self Advocacy
Download full textHolzberg, Debra G.; Ferraro, Brianna – Communication Center Journal, 2021
According to the National Council on Disability (2015), an estimated 2 million undergraduates have an identified disability and are, by law (i.e., the Americans with Disabilities Act [1990]), entitled to accommodations. The use of academic accommodations is positively correlated with increased grade point average (GPA), higher persistence rates,…
Descriptors: Self Advocacy, Students with Disabilities, Communication (Thought Transfer), Transitional Programs
Burke, Meghan M.; Waitz-Kudla, Sydney N.; Rabideau, Carol; Taylor, Julie Lounds; Hodapp, Robert M. – Autism: The International Journal of Research and Practice, 2019
The transition from high school to adulthood is difficult for youth with autism spectrum disorder and their families. Recognizing these challenges, there is a small but emerging body of literature testing interventions to improve the transition process. But there are many challenges in performing intervention research that have yet to be fully…
Descriptors: Autism, Pervasive Developmental Disorders, Youth, Barriers
Nelson, Akilah Swinton; Buckley, Jacquelyn – National Center for Special Education Research, 2021
In December 2021, the National Center for Special Education Research (NCSER) virtually convened a group of experts to discuss priorities for research and data collection on students with disabilities in postsecondary education. Invited experts represented advocates, educators, researchers, and disability service professionals. The discussion…
Descriptors: Educational Research, Students with Disabilities, College Students, Student Experience
Taylor, Julie Lounds; Hodapp, Robert M.; Burke, Meghan M.; Waitz-Kudla, Sydney N.; Rabideau, Carol – Journal of Autism and Developmental Disorders, 2017
This study presents findings from a pilot randomized controlled trial, testing a 12-week intervention to train parents of youth with autism spectrum disorder (ASD) to advocate for adult disability services--the Volunteer Advocacy Program-Transition (VAP-T). Participants included 41 parents of youth with ASD within 2 years of high school exit,…
Descriptors: Randomized Controlled Trials, Intervention, Parent Education, Autism
West, Michael; Sima, Adam; Wehman, Paul; Chan, Fong; Luecking, Richard – Rehabilitation Research, Policy, and Education, 2018
Objective: The specific aim of this study was to use data from the National Longitudinal Transition Study-2 (NLTS-2) to examine modifiable factors that were related to competitive employment acquisition for students who were at high risk of poor school-to-work outcomes. Design: Quantitative descriptive design using path analysis. Participants: 580…
Descriptors: At Risk Students, Disabilities, Longitudinal Studies, Special Education
Clouse, Diane E.; Bauer, Anne M. – TEACHING Exceptional Children, 2016
Self-advocacy, self-management, self-regulation, and self-knowledge are complex terms, often considered forms of self-determination. Whatever term you may use, helping young adults with intellectual disability (ID) make authentic decisions about their own goals and behaviors often results in passive agreement. Even though advancing…
Descriptors: Self Advocacy, Self Control, Self Determination, Young Adults
Chang, Wen-hsuan; Rusher, Dana – National Technical Assistance Center on Transition, 2018
Students with disabilities experience higher unemployment, attend postsecondary environments less often, and engage less in their communities after graduating from high school compared to their peers without disabilities (Newman, Wagner, Knokey, Marder, Nagle, Shaver, & Schwarting, 2011). In middle school, young adolescents with disabilities…
Descriptors: Middle Schools, Transitional Programs, Middle School Students, Disabilities
Blizzard, Angela M.; Weiss, Catherine L.; Wideman, Rukiya; Stephan, Sharon H. – Child & Youth Care Forum, 2016
Background: Knowledge of caregiver perspectives of their psychosocial resources and needs during the post inpatient psychiatric hospitalization is limited. Examining caregivers' perspectives of the transition period may be a critical step in improving the transition success of children with emotional and behavioral disorders. Using quantitative…
Descriptors: Patients, Parent Child Relationship, Caregivers, Psychiatric Hospitals
Barnard-Brak, Lucy; Schmidt, Marcelo; Wei, Tianlan; Hodges, Tamara; Robinson, Eric L. – Journal of Postsecondary Education and Disability, 2013
The results of a pilot program to provide transition services for high school seniors with disabilities via one-on-one mentoring services over the course of an academic year were examined. Results indicate significantly improved attitudes toward requesting accommodations over the course of the nine month program. These results suggest positive…
Descriptors: Disabilities, High School Seniors, Transitional Programs, Mentors
Mueller, Tracy Gershwin; Bassett, Diane S.; Brewer, Robin D. – Intervention in School and Clinic, 2012
The Individuals with Disabilities Education Act (IDEA) mandates the implementation of a behavior intervention plan based on a functional behavioral assessment when a student's behavior necessitates disciplinary actions. However, IDEA does not provide any clear guidelines as to what the plans should contain nor how they can address behaviors that…
Descriptors: Disabilities, Intervention, Guidelines, Functional Behavioral Assessment
Milsom, Amy; Akos, Patrick; Thompson, Michael – Journal for Specialists in Group Work, 2004
Group work has been identified as an important intervention to prepare children and adolescents for a variety of transitions. Students with disabilities can benefit from participation in psychoeducational groups as they prepare for their transition to postsecondary school. This article describes a psychoeducational group model designed to increase…
Descriptors: Self Advocacy, Attitudes toward Disabilities, Learning Disabilities, Psychoeducational Methods
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