Index

Special Education Transition Services for Students with Disabilities

ISBN: 978-1-83867-978-1, eISBN: 978-1-83867-977-4

ISSN: 0270-4013

Publication date: 26 November 2019

This content is currently only available as a PDF

Citation

(2019), "Index", Special Education Transition Services for Students with Disabilities (Advances in Special Education, Vol. 35), Emerald Publishing Limited, Leeds, pp. 205-214. https://doi.org/10.1108/S0270-401320190000035020

Publisher

:

Emerald Publishing Limited

Copyright © 2020 Emerald Publishing Limited


INDEX

Academy for Certification of Vision Rehabilitation and Education Professionals (ACVREP)
, 92

Adult education
, 138

Alternative certification
, 197–199

effective instruction and supports, assess to
, 197

future research
, 201

highly qualified, assess to
, 187

implications for practice
, 199–200

limitations
, 200–201

method
, 188–192

results
, 192–196

special education mentor teachers
, 197–199

teacher stress and implications
, 196–197

in urban districts
, 187–188

The American Academy of Pediatrics Joint Committee on Infant Hearing Screening
, 70

American Speech-Language-Hearing Association
, 153

Americans with Disabilities Act (ADA)
, 121, 154, 155–156

ASD. See Autism Spectrum Disorders (ASD)

Assistive technology (AT)
, 88, 91–92

ASD
, 109–112

Attention-deficit hyperactivity disorder (ADHD)
, 11

Autism Spectrum Disorders (ASD)

American Psychiatric Association (APA)
, 99

definition
, 99

educators
, 100

independent living, evidenced-based practices for
, 110–111

selected evidence-based transition strategies
, 101–109

fostering self-determination
, 105

independent living skills
, 109

peer supports
, 107–108

priming before strategy
, 103–104

self-advocacy
, 105, 106

special interests
, 106–107

visual learning
, 102–103

technology and
, 109–113

communication
, 112

decision-making via visual schedules
, 112–113

transition supports
, 100

video modeling to teach vocational skills
, 113–114

Autism, youth with
, 5

Behavioral disorders (BD)
, 45–46

Behavior Assessment for Children (BASC-2)
, 45

Blind
, 83–84, 91–92

See also Visual impairments

Blindness
, 173

BLS. See Bureau of Labor Statistics (BLS)

Braille
, 88

Bureau of Labor Statistics (BLS)
, 83–84

Career

awareness
, 45–46

education
, 84, 88

readiness
, 44, 84–85

CCSS. See Common Core State Standards (CCSS)

Certified Assistive Technology Instructional Specialists for People with Visual Impairments (CATIS)
, 92

Certified Orientation and Mobility Specialists (COMS)
, 92

Certified Vision Rehabilitation Therapists (CVRTs)
, 92

Childhood special education programs
, 55

Choice-making skills
, 20, 21–22

Coaching and mentoring experiences, special educators
, 195–196

Common Core State Standards (CCSS)
, 152–153, 157

Communication
, 42–43, 74–75

Autism Spectrum Disorders (ASD)
, 112

modes
, 88

quantity and quality
, 55

skills
, 43–44

during transition
, 71–72

Communities

engagement
, 43–44

participation
, 138

LLD
, 150–151

special education transition services
, 8

Community-based activities
, 170

Complex problem solving
, 42–43

Comprehensive Vocational Evaluation System (CVES)
, 93–94

CPS. See Current Population Survey (CPS)

Creative skills
, 42–43

Critical thinking
, 42–44

Culturally and linguistically diverse (CLD) families
, 7

Deaf/hard of hearing (d/DHH) students

adulthood
, 76

early intervention (EI)
, 70–73

best practice guidelines
, 71

JCIH principles and guidelines for
, 72

parental stress
, 71–73

regulations for transition
, 73

effective transition planning and benefits
, 77–79

cultural considerations
, 79

family involvement
, 78

student involvement
, 78–79

identification
, 70

preparation for postsecondary life
, 79–80

requirements
, 76–77

school-aged services
, 73–76

Deafness-blindness youth
, 5

Decision-making

framework
, 43

LLD
, 160–161

skills
, 20, 21–22

via visual schedules
, 112–113

Developmental delay
, 54

Diagnostic and Statistical Manual of Mental Disorders (DSM)
, 99–100

Disabilities

categories
, 54

high-need students with
, 170–171

Disability-related services
, 11

Disability-specific characteristics
, 88

Dropping out
, 56

Duning − Kruger Effect
, 187–188

Dyslexia and LLD
, 158–160

EBD. See Emotional and behavioral disorders (EBD)

Education for All Handicapped Children Act of 1975
, 168–169

Education, LLD
, 150–151

“1-3-6 EHDI plan”
, 70

Elementary and Secondary Education Act
, 170–171

Emotional and behavioral disorders (EBD)

iGen
, 37

society
, 39–43

Step-taker program
, 47–49

Ten Trends Shaping iGen
, 37

transition, research and implications
, 43–47

See also Transition

Emotional Disturbance (ED)
, 43, 56, 173

Employment
, 43–44, 56–57

dependent measures
, 59

expectations for
, 127

and job related work experiences
, 45–46

opportunities for
, 127

severe disabilities
, 122–123

youth with extensive support needs
, 126–128

EMPOWER Care Act
, 181

ESSA. See Every Student Succeeds Act (ESSA)

Ethical decision-making
, 42–43

Every Student Succeeds Act (ESSA)
, 170–171, 186

Expanded core curriculum (ECC)
, 88, 89–90

Families

as partners
, 74–75

partnership
, 129

special education transition services
, 7–8

training, youth with extensive support needs
, 129

FAPE. See Free and appropriate public education (FAPE)

Financial independence
, 56

Free and appropriate public education (FAPE)
, 186, 187, 196, 200–201

Functional academic skills
, 88

Functional Model of Self-determination (2007)
, 19

Functional vocational evaluation
, 119

Goal setting
, 47, 150

and attainment skills
, 20, 21–22

LLD
, 160–161

Group-oriented contingency, ASD
, 108

Handbook of Special Education
, 35

Health impairments
, 56, 168, 173

transition
, 170–171

Healthy independent living, LLD
, 150–151

Hearing impairments, youth with
, 5

High-need students with disabilities
, 170–171

IDEIA. See Individuals with Disabilities Education Improvement Act (IDEIA)

IEP. See Individualized Educational Program (IEP)

iGen
, 36, 37

Inclusive individual support programs
, 58

Inclusivity
, 58

Independence
, 20, 21–22, 79–80

Independent living
, 56, 57, 84, 138

disabilities
, 181

skills
, 45–46, 88

ASD
, 109

Individualized Educational Program (IEP)
, 2–3, 23–24, 54, 73, 119, 169–170, 186

ASD
, 109–112

LLD
, 151, 160

school and extracurricular activities engagement
, 3

TBI
, 138

teams
, 90

Individualized family service plan (IFSP)
, 54, 71

Individualized Transition Plan (ITP)
, 60, 143, 152, 160

Individuals with Disabilities Education Act (IDEA)
, 17, 54, 118, 186

disability categories of
, 56

LLD
, 154

special education
, 169–170

Individuals with Disabilities Education Improvement Act (IDEIA)
, 93, 138, 169

Integrated employment
, 138

Integrated playgroups, ASD
, 108

Intellectual disability
, 4–5, 54

early childhood to elementary education
, 55

elementary to secondary education
, 55

employment
, 56–57

independent living
, 57

postsecondary education
, 58–59

quality of life
, 59–60

secondary to post-school life
, 56–60

Interagency collaboration
, 17–18

youth with extensive support needs
, 131

Interprofessional transition planning, LLD
, 153, 157

postsecondary education
, 154–155

postsecondary employment needs
, 155–156

postsecondary independent living needs
, 156–157

school-based SLPs
, 153–154

self-determination
, 152–153

transition planning, student participation
, 157–161

ITP. See Individualized Transition Plan (ITP)

Job skill training
, 61

Journal of Visual Impairment and Blindness
, 93–94

K-12 education
, 42–43

Language-based learning disabilities (LLD)

postsecondary education
, 154–155

postsecondary employment needs
, 155–156

postsecondary independent living needs
, 156–157

school-based SLPs
, 153–154

self-determination
, 152–153

transition planning, student participation
, 157–161

Language-related deficits
, 149–150

LDAA. See Learning Disabilities Association of America (LDAA)

Learning Disabilities Association of America (LDAA)
, 38

Learning disability
, 11, 45–46

capacity building
, 20–28

postsecondary education, predictors of success
, 17–18

self-determination
, 19–20, 21–22

transition services for students with
, 15–17

Least restrictive environment (LRE)
, 173

Life satisfaction
, 56, 59–60

Limited alertness, health impairment
, 173

LLD. See Language-based learning disabilities (LLD)

Local education agency (LEA)
, 73

Low vision
, 83–84, 88, 93–94

LRE. See Least restrictive environment (LRE)

McGill Action Planning System (MAPS)
, 130–131

Memory
, 146

MFP. See Money Follows the Person (MFP)

Mild intellectual disability
, 61

Mnemonic devices
, 45–46

Mobility, physical education
, 169–170

Money Follows the Person (MFP)
, 181

Motor skills, TBI
, 146

Multidimensional Anxiety Scale for Children (MASC-2)
, 45

Multidimensional Students’ Life Satisfaction Scale (MSLSS)
, 45

Multiple disabilities youth
, 5

National Autism Center (NAC)
, 109

National Center for Educational Statistics (NCES)
, 125

National Center for Injury Prevention and Control (2012)
, 145–146

National Council for Learning Disabilities
, 16

National Council on Disability, 2012
, 11

National Head Injury Foundation
, 144–145

National Longitudinal Transition Study-2 (NLTS-2)
, 2–5, 15–16, 56–57, 121, 154, 176

National Secondary Transition Technical Assistance Center (NSTTAC)
, 109

National Technical Assistance Center on Transition (NTACT)
, 62

Neurological impairment, TBI
, 144–145

No Child Left Behind Act
, 3–4

Noncognitive skills
, 42

Occupational courses/training
, 17–18, 45–46

Office of Special Education and Rehabilitative Services (OSERS)
, 169, 176

O*NET data
, 42–43

Oral and Written Language Learning Disabilities. See Language-based learning disabilities (LLD)

Orientation and mobility (O&M)
, 84, 88

Orthopedic impairment
, 173

Paid employment/work experience
, 17–18

Parental expectations and involvement
, 45–46

Partnership success, evaluation
, 74–75

PBS. See Positive behavior support (PBS)

PCP. See Person-centered planning (PCP)

Peer-mediated Instruction and Intervention (PMII)
, 101, 106

Peer supports, ASD

group-oriented contingency
, 108

integrated playgroups
, 108

peer buddies and peer tutors
, 108

peer networks
, 108

pivotal-response Training (PRT)
, 108

Peer tutoring
, 44

and support
, 45–46

Personal Futures Planning
, 130–131

Person centered care planning (PCCP)
, 39–40

Person-centered planning (PCP)
, 39–40

youth with extensive support needs
, 130

Physical disability
, 168

Physical education
, 169–170

transition-service program planning
, 177

Pivotal-response Training (PRT)
, 108

Planning Alternative Tomorrows with Hope (PATH)
, 130–131

Positive behavior support (PBS)
, 175

Post-high school transition plans
, 4

Post-school employment
, 122–123, 150–151

Post-school expectations, severe disabilities
, 123–124

Post-school outcomes
, 60

Postsecondary activities, visual impairments students
, 93–94

Postsecondary education
, 2, 9, 10–11, 56, 58–59, 126, 138

employment
, 4

language-based learning disabilities (LLD)
, 154–155

training and education
, 43–44

Postsecondary employment needs, LLD
, 155–156

Postsecondary independent living needs
, 156–157

Postsecondary transition planning
, 150–151

Pre-Employment Transition Services (Pre-ETS)
, 128

Pre-ETS. See Pre-Employment Transition Services (Pre-ETS)

Priming
, 101, 106

before strategy
, 103–104

through SN
, 104

video
, 103

Problem-solving

LLD
, 160–161

skills
, 20, 21–22

Programme for International Student Assessment
, 42–43

PRT. See Pivotal-response Training (PRT)

Psychological counseling
, 3–4

Psychosocial skills
, 42

Quality of life (QoL)
, 59–60, 168–169

Reading comprehension
, 157–158

Receptive language
, 145–146

Recreation and leisure skills
, 84, 88

Rehabilitation Act of 1973
, 18, 170

Rehabilitation Research and Training Center
, 120–121

Response to intervention (RtI) model
, 199–200

Reynolds Adolescent Depression Scale-2 (RADS-2)
, 45

Risk taking
, 20, 21–22

Role-playing activities, LLD
, 159

School-aged services
, 73–76

School and post-school employment
, 61

School-based mentoring experiences
, 196

School-based setting
, 54

School-based SLPs
, 150, 153–154

School satisfaction, perceptions
, 45

School-sponsored and paid work opportunities
, 4

SDLMI. See Self-determined Learning Model of Instruction (SDLMI)

Secondary to post-school life
, 56–60

Self-advocacy
, 63, 92–93, 152

ASD
, 105, 106

LLD
, 158–160

self-determination
, 17–18

skills
, 11, 154

Self-awareness
, 21–22, 150, 152, 157

LLD
, 157–158

Self-care/independent living
, 17–18

Self-confidence
, 36

Self-determination
, 19–20, 21–22, 84, 92–93, 124–125

ASD
, 105

components
, 21–22

and employment outcomes
, 125

generalization
, 24–28

language-based learning disabilities (LLD)
, 152–153

lesson plan
, 24

skills
, 18, 45–46, 88, 150

SMARTER planning with
, 23, 26

in social studies
, 23–28

and student involvement
, 129

students
, 23–24

unit and topics
, 24

Self-determined Learning Model of Instruction (SDLMI)
, 45–46, 62–63, 129

Self-directed IEP
, 8

Self-directed learning
, 63

Self-directed summary of performance (SD SOP)
, 10–11

Self-efficacy
, 152

Self-evaluation
, 21–22

Self-knowledge skills
, 152, 154

Self-management/monitoring and ASD
, 101

Self-reliance
, 36

Sensory efficiency skills
, 84, 88

Severe disabilities

current transition outcomes
, 120–121

factors contributing to current transition outcomes
, 121–125

practices to improve transition outcomes for youth
, 125–131

involvement in transition planning
, 128–131

transition domain practices
, 125–128

special education transition services
, 118–119

Sheltered employment settings
, 56–57

SMARTER Planning model
, 20

Social and emotional awareness
, 152–153

Social interaction skills
, 84, 88

Social narratives (SN)
, 101, 104, 106

Social skills
, 17–18, 36, 45–46, 124–125

interventions
, 44–46

Social Stories™
, 104

Society of Health and Physical Educators (SHAPE) of America
, 170–171

SOP. See “Summary of performance” (SOP)

Special education
, 35, 139, 144

identification
, 39

implementation
, 40

individualization
, 140–141

mathematics
, 189–191

service delivery
, 36

students in an urban school
, 189

for students with intellectual disabilities

evidence-based transition practices for
, 61–63

transitions across age ranges
, 53–60

transition services for
, 60–61

teacher recruitment
, 187

teacher training
, 191

transition
, 36

transition services. See Transition

Special educators, alternatively certified

administrative support
, 197–199

alternative certification programs in urban districts
, 187–188

effective instruction and supports, assess to
, 197

future research
, 201

highly qualified, assess to
, 187

implications for practice
, 199–200

limitations
, 200–201

method
, 188–192

data analysis
, 191–192

data collection procedures
, 191

interview questions
, 191

participant characteristics
, 189–191

study participants, recruitment
, 189

results
, 192–196

administrative support
, 195

coaching and mentoring experiences
, 195–196

cohort, support from
, 194–195

resources availability
, 192–193

special education services
, 193–194

teacher stress
, 192

special education mentor teachers
, 197–199

teacher stress and implications
, 196–197

Speech-language development
, 70

Speech-language pathologist (SLP)
, 149

Step-taker program
, 47–49

four-phase intervention
, 47–48

feedback
, 47–48

goal setting through letter writing
, 47

iterative improvement
, 48

reaping the rewards
, 48

initiatives, benefits of
, 48–49

Student-directed IEP
, 63

Student participation
, 150, 151

SLP intervention
, 153–154

See also Interprofessional transition planning, LLD

Students’ transition
, 63

Summary of performance (SOP)
, 39, 79–80

Supported employment
, 138

Supreme Court of the United States (SCOTUS)
, 186

Task-oriented rehabilitation
, 175

TBI. See Traumatic brain injuries (TBI)

Teachers

preparation. See Special educators, alternatively certified

professional development and support
, 199–200

special education transition services
, 5–6

stress and implications
, 196–197

students with extensive support needs
, 123–124

of students with visual impairments (TVIs)
, 92

Texas Commission for the Blind (TCB)
, 93–94

Think College (2019)
, 58

Time management skills
, 86–88

Traditional academic skills
, 42–43

Transition
, 15–17

ASD. See Autism Spectrum Disorders (ASD)

assessment, youth with extensive support needs
, 130

classroom teachers role
, 5–6

CLD families
, 8

communities role
, 8

community-based services
, 177–180

definition
, 56, 169–170

desirable outcomes selection
, 41–43

experiencing and interpreting change
, 41

facilitation of
, 174–177

accessibility
, 176–177

employment and occupational skills
, 176

families’ role
, 7–8

language-based learning disabilities (LLD)
, 157–161

National Longitudinal Transition Study-2 (NLTS-2)
, 2–5

plan development
, 38

planning and implementation
, 6, 171–174

preparing the student for
, 38–39

program
, 17–18

programming 2.0 model, primary practice categories
, 172

research and implications for
, 43–47

school psychologist’s role
, 6–7

services for students with learning disabilities
, 15–17

capacity building
, 20–28

postsecondary education, predictors of success
, 17–18

self-determination
, 19–20, 21–22

services types
, 119

society and
, 39–43

Step-taker program
, 47–49

four-phase intervention
, 47–48

initiatives, benefits of
, 48–49

students with physical disabilities and other health impairments
, 170–171

summary of performance
, 39

supports, ASD
, 100

tasks for team
, 38

transfer of rights
, 39

visual impairment. See Visual impairments

working with students aged 16 years and above
, 9–11

Transition-focused education
, 171

Transition planning
, 6, 17, 73, 76–79, 119, 124–125, 172

cultural considerations
, 79

definition
, 5–6

family involvement
, 78

involvement in
, 128–131

language-based learning disabilities (LLD)
, 157–161

and services
, 45–46

student involvement
, 78–79

for students with disabilities
, 6

Transition services

definition
, 150–151

and transition planning, students with intellectual disability
, 60–61

Transition Tote System
, 86

Traumatic brain injuries (TBI)

academic deficits
, 142

assaults and gunshot wounds
, 140–141

closed head injuries
, 140–141

definitions and causes
, 139–141

educational and transitional programming
, 144–147

assistive technology
, 146–147

instructional strategies
, 145–146

educational implications of
, 141–142

features
, 141

issues that impact transition
, 142–144

learning and psychosocial problems
, 139

recurrent concussions
, 140–141

as silent epidemic
, 140–141

well-planned transition
, 141

Video modeling
, 63, 101, 106

to teach vocational skills
, 113–114

Visual impairments
, 173

career readiness
, 84–85

cognitive functioning impact
, 86–88

compensatory skills training
, 88–91

heterogeneous population
, 85–86

labor force participation, problems with
, 83–84

postsecondary activities
, 93–94

resources
, 94, 95–96

transition service teams for
, 91–93

direct service providers trained in blindness and visual impairments
, 92

state agency services and resources
, 91–92

student-centered approach and involvement
, 92–93

youth
, 5

Visual learning, ASD
, 102–103

Visual supports
, 101, 106

Vocational counselor
, 91–92

Vocational education
, 17–18

Vocational portfolios
, 90–91

Vocational rehabilitation (VR)
, 123, 128

services
, 91–92

Vocational Rehabilitation Act
, 170

Vocational training
, 138

LLD
, 150–151

Whose Future Is It Anyway? (WFA)
, 62–63

WINTAC. See Workforce Innovation Technical Assistance Center (WINTAC)

Work-based learning opportunities
, 90

Workforce Innovation and Opportunity Act (WIOA)
, 128

Workforce Innovation Technical Assistance Center (WINTAC)
, 128

Work-study experiences
, 45–46

Zarrow Center for Learning Enrichment
, 129