Prelims

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SPECIAL EDUCATION TRANSITION SERVICES FOR STUDENTS WITH DISABILITIES

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ADVANCES IN SPECIAL EDUCATION

Series Editors: Festus E. Obiakor and Jeffrey P. Bakken

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ADVANCES IN SPECIAL EDUCATION VOLUME 35

SPECIAL EDUCATION TRANSITION SERVICES FOR STUDENTS WITH DISABILITIES

EDITED BY

JEFFREY P. BAKKEN

Bradley University, USA

FESTUS E. OBIAKOR

Sunny Educational Consulting, USA

United Kingdom – North America – Japan – India – Malaysia – China

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Emerald Publishing Limited

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First edition 2020

Copyright © 2020 Emerald Publishing Limited

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ISBN: 978-1-83867-978-1 (Print)

ISBN: 978-1-83867-977-4 (Online)

ISBN: 978-1-83867-979-8 (Epub)

ISSN: 0270-4013 (Series)

About the Contributors

Eugene F. Asola, PhD, is an Associate Professor with the Kinesiology and Physical Education Department at Valdosta State University. He has taught at the University of Wisconsin- La Crosse and Georgia Gwinnett College in the past. He holds a B.Ed. (Physical Education) from the University of Education-Winneba, Master’s in Public Administration – Suffolk University, Boston, and a PhD in Sport Pedagogy from The University of Alabama-Tuscaloosa. He has more than 15 publications to his credit. His area of research interests includes physical activity and wellness, K-12 physical education teaching, supervision, and physical education policy. He is a reviewer for the Multicultural Learning and Teaching Journal, and a site visitor for GA – PSC.

Jeffrey P. Bakken, PhD, is a Professor and Associate Provost for Research and Dean of the Graduate School at Bradley University where he has held that position since June of 2012. He has a Bachelor’s Degree in Elementary Education from the University of Wisconsin-LaCrosse, and graduate degrees in the area of Special Education – Learning Disabilities from Purdue University. Dr Bakken has received the College of Education and the University Research Initiative Award, the College of Education Outstanding College Researcher Award, the College of Education Outstanding College Teacher Award, and the Outstanding University Teacher Award from Illinois State University. His specific areas of interest include learning disabilities, emotional and behavioral disorders, reading comprehension, response to intervention, collaboration, transition, teacher effectiveness, assessment, learning strategies, assistive technology, Smart Classrooms, and Smart Universities. He has published 190 works that include books, chapters, journal articles, proceedings at international conferences, audiotapes, encyclopedia articles, newsletter articles, book reviews, a monograph, a manual, and one publisher website. He has also made 250 presentations at international/national and regional/state conferences. Lastly, he has authored or coauthored numerous grants totaling over one million US dollars.

Christy M. Borders is the Director of the Cecilia J. Lauby Teacher Education Center and a Professor in the deaf/hard of hearing program at Illinois State University. She has more than 20 years of experience teaching d/DHH students and training teachers of the deaf.

Emily C. Bouck is a Professor and the Director of the Special Education Program in the College of Education at Michigan State University. Her research focuses on interventions to support mathematics and functional life skills of secondary students with disabilities, predominantly students with mild intellectual disability.

Frederick J. Brigham is a Professor of Special Education at George Mason University. He taught secondary students with EBD and sixth-grade in Ohio. He was a Special Education Consultant in Iowa and a Director of Special Education in North Dakota. He taught at Valparaiso, Bowling Green State University, and University of Virginia.

Michele M. Brigham is a Special Education Teacher at Loudoun County, VA Freedom High School. She was her school’s outstanding teacher for the year 2018–2019. She has served as an Instructor at the University of Virginia, Longwood University, and George Mason University. Before special education, she was a Choral Music Director.

Sarah R. Carlson, MS.Ed., is a Doctoral student in the Department of Special Education at the University of Kansas. Her research focus is on identifying and understanding factors influencing employment and transition outcomes of adults with intellectual disability and their families.

Ginger Collins is an Associate Professor in the School of Speech, Language, Hearing, and Occupational Sciences at the University of Montana. She directs the Motivational Adolescent Research in Vocabulary and Expressive Literacy (MARVEL) Lab, and her research interests include language-literacy interventions, preventative measures for at-risk youth, and interprofessional education.

James C. Collins is a School Psychologist, a Board-certified Behavior Analyst, and an Associate Professor of special education. His professional and research interests include transition planning for students with intellectual disabilities, special education law, assessment, and behavior modification.

Marcus Daczewitz is an Assistant Professor of Special Education at Pittsburg State University in Pittsburg, Kansas. He earned his doctorate at Illinois State University. He taught kindergarten and first grade in Peoria, Illinois. His professional interests include family collaboration, early intervention, naturalistic interventions, inclusive practices, critical pedagogy, and social justice.

Michael Faggella-Luby is a Professor of Special Education and Director of the Alice Neeley Special Education Research and Service (ANSERS) Institute at Texas Christian University in Fort Worth. Dr Faggella-Luby and colleagues developed the PASS Taxonomy to support the organizing, discussing, and conducting of research and practice efforts in postsecondary education.

Samuel R. Hodge, PhD, is a Professor, Department of Human Sciences, The Ohio State University. His areas of research intersect on diversity, disability, and social justice in education and sports. He has numerous publications to his credit. Dr Hodge received Emerald Group’s Outstanding Author Contribution in the 2016 Emerald Literati Network Awards for Excellence. He is a Fellow in the National Academy of Kinesiology, in Higher Education, and SHAPE America. In 2017, Prof Hodge also received the 2017 G. Lawrence Rarick Research Award from The National Consortium for Physical Education for Individuals with Disabilities.

Brittany Hott is an Associate Professor of Special Education in the Department of Educational Psychology at the University of Oklahoma. Her interests include intervention research methods and the translation of research to special education practice. She serves as Vice President of the International Council for Learning Disabilities.

Stacy M. Kelly is an Associate Professor in the Visual Disabilities Program at Northern Illinois University. Her research interests include specialized instruction in the expanded core curriculum (ECC) for students with visual impairments and the impact of these services on school experiences as well as postsecondary life.

John William McKenna, PhD, is an Associate Professor of Moderate Disabilities and an affiliate of the Center for Autism Research and Education (CARE) at the University of Massachusetts Lowell. His research interests are evidence-based practices for students with emotional and behavioral disorders and responsible inclusion.

Vidya D. Munandar, MS.Ed., is a Doctoral student in the Department of Special Education at the University of Kansas. Her research focus is on transition and career planning, the role of happenstance in career development, and the use of video-modeling to improve transition outcomes.

Doreen Myrie is a Graduate of Southern Illinois University, University of Missouri-Saint Louis, and Nova Southeastern University. She is an Adjunct Professor at Winston Salem State University and Bennett College where she teaches introductory courses in Special Education. Her research interests include transition of exceptional learners, inclusive education, multicultural education, and international special education.

Stephanie L. Obi, EdD, is an Adjunct Professor at Kentucky State University and Achievement and Compliance Coach, Fayette County Public Schools. She coordinates and assists administrators and teachers in the implementation of policies and procedures related to special education services. Dr Obi earned her BS in Special Education from Norfolk State University-Virginia, and both Interdisciplinary Early Childhood Education and MA in Special Education from Morehead State University. She is Director of Special Education from the University of Kentucky, an EdD in Leadership Education with distinction from Spalding University-Kentucky.

Sunday Obi, EdD, is a Professor and Program Director at Kentucky State University. He serves on the Board of Directors of New vista.org. In addition, Dr Obi is the Initiator and Founder of the Master’s degree in Special Education at KSU. He is the author or coauthor of more than 50 publications, including books, book chapters, and articles, and has presented papers at many national and international conferences. He serves on the editorial board of Multicultural Learning and Teaching (MTL) in which he serves as Associate Editor.

Festus E. Obiakor, PhD, is the Chief Executive Manager of Sunny Educational Consulting, Shorewood, Wisconsin. His graduate degrees are from Texas Christian University and New Mexico State University. A renowned teacher, scholar, servant leader, consultant, and mentor, he has served as Distinguished Visiting Professor at a variety of universities. He has particularly served as Program Coordinator at Emporia State University, as Coordinator of Graduate Programs at the University of Wisconsin-Milwaukee, as Department Head and Professor at Valdosta State University, Valdosta, Georgia and The City College of New York, New York. He is the recipient of many teaching, scholarly, and service awards and honors at various institutions and organizations. He is editor of three Book Series with Information Age, Nova Science, and Emerald publishing companies; and he is the author of more than 200 publications, including many landmark books, articles, commentaries, and poetry. He has Chaired presentation strands and presented more than 300 papers at local, state, national, and international levels. He serves on the editorial boards of reputable nationally and internationally refereed journals, including Multicultural Learning and Teaching (MLT) in which he serves as Founding and Executive Editor. Dr Obiakor is one of the innovative and prominent thinkers and leaders in the fields of general and special education, with particular focus on vulnerable populations, including African American and other culturally and linguistically diverse (CLD) learners; and he continues to prescribe multidimensional methods of assessment, teaching, and intervention for these individuals to reduce misidentification, misassessment, mislabeling/miscategorization, misplacement, and miseducation. Based on this premise, Dr Obiakor created the Comprehensive Support Model (CSM), an interdisciplinary intervention model that values the collaborative, consultative, and cooperative energies of students, families, teachers/service providers, communities, and government agencies.

Melissa Parenti, EdD, is an Assistant Teaching Professor in the Graduate School of Education at Northeastern University. Her areas of expertise include teacher preparation, instructional methodology, literacy, and strategies for supporting English language learners. Dr Parenti’s research centers on improving the quality of instruction in all classrooms – from high need, low-resource K-12 schools to university settings.

Jiyoon Park, PhD, is a Hegarty Postdoctoral Research Fellow in the College of Education at Michigan State University. Her research focuses on mathematical interventions to support students with disabilities, with a particular emphasis on students maintaining acquired skills.

Kristi M. Probst is employed by the National Center on Deaf-Blindness as the Initiative Lead for Interveners and Qualified Personnel and Assessment, Planning, and Instruction where she supports technical assistance to states as they promote, train, and develop interveners and qualified personnel.

Shannon Stuart coordinates the Special Education Graduate Program and the Autism Specialist Certificate Program at the University of Wisconsin Whitewater. Professional and research interests include supports for students with autism spectrum disorder, transition supports for students with disabilities, and school-wide behavioral supports.

James R. Thompson, PhD, serves as a Professor on the faculty of the Department of Special Education at the University of Kansas, Lawrence, KS, US. He is the Editor of Intellectual and Developmental Disabilities and is a Past President of the American Association on Intellectual and Developmental Disabilities.

Michael L. Wehmeyer, PhD, is the Ross and Marianna Beach Distinguished Professor in Special Education; the Chair, Department of Special Education; and the Director and Senior Scientist, Beach Center on Disability, all at the University of Kansas. His research focuses on self-determination and the application of positive psychology to the disability context.

Margaret P. Weiss is an Assistant Professor in the Division of Special Education and disAbility Research in the College of Education and Human Development at George Mason University. Her research interests are in co-teaching, special education teacher preparation, and postsecondary academic support for students with learning disabilities.

Julie A. Wolter is a Professor and Chair in the School of Speech, Language, Hearing, and Occupational Sciences at the University of Montana. She directs the Language Literacy Essentials in Academic Development (LLEAD) Lab, and her research interests include language and literacy development and disorders and interprofessional education.

Preface

Students with disabilities face many challenges and have continued to do so over numerous decades in our educational system. One area of focus that has been challenging to address is that of transition. Although we know transition within school and especially post-school is important for students with disabilities, many times services are not provided optimally to all students. Legislation has mandated transition services for students with disabilities, but school systems, teachers, and other professionals are slow to implement changes that will positively impact these students. Providing transitional services is definitely an area that has not been addressed to the level it should for students with disabilities. This journey to improve transition needs has not been easy for these students and their families. Transition services for students with disabilities need to be a primary focus in the future so students have positive post-school outcomes that will make them positive contributors for themselves and society.

This volume of Advances in Special Education focuses on Special Education Transition Services for Students with Disabilities. It begins with an introduction to the topic of Special Education and Transition Services for Students with Disabilities. In the remaining chapters of this book, leaders in the field of students with disabilities present their ideas and research support for a variety of disability topics. Chapters include: (1) Special Education Transition Services for Students with Learning Disabilities; (2) Transition Services for Students with Learning Disabilities; (3) Memories of Warmth: Transition for Students with Emotional and/or Behavioral Disorders; (4) Special Education Transition Services for Students with Intellectual Disabilities; (5) Special Education Transition Services for Students Who Are Deaf/Hard of Hearing; (6) Special Education Transition Services for Students with Visual Impairments; (7) Special Education Transition Services for Students with Autism; (8) Special Education Transition Services for Students with Extensive Support Needs; (9) Special Education Transition Services for Students with Traumatic Brain Injuries; (10) Speech-Language Pathologists’ Role in Promoting Student Participation in Interprofessional Transition Planning Teams; (11) Transitioning Students with Physical Disabilities and Other Health Impairments; and finally (12), a concluding chapter on Foundational Assumptions for Successful Transition: Examining Alternatively Certified Special Educator Perceptions.

Volume 35 is composed of 12 chapters, which are written by well-known and respected university professors who are actively involved in teaching undergraduate and graduate special education courses and engaged in research on transition services for students with disabilities. Special Education Transition Services for Students with Disabilities is an excellent supplementary text for advanced undergraduate special education majors and graduate students who are looking for detailed, comprehensive, and current information for their research papers or theses. We are also hoping that special education practitioners in the field will find this book useful.

Festus E. Obiakor

Jeffrey P. Bakken

Series Editors

Acknowledgment

This book was published with the support of the Open University of Israel’s Research Fund.