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1 – 10 of over 14000Michelle J. McCollin and Festus E. Obiakor
The concept of transition and preparation for adult life has been an important yet controversial governmental initiative since the early 1980s. This governmental focus prompted…
Abstract
The concept of transition and preparation for adult life has been an important yet controversial governmental initiative since the early 1980s. This governmental focus prompted special educators to develop and implement curricula to better prepare students with disabilities for adult life (Price, Gerber, & Mulligan, 2007). The curricula process involves forming linkages among local educational agencies and other human service agencies, including employment and training, adult services, leisure and recreation, and health and rehabilitation. Educators and policy makers continue to encounter great challenges to building capacity and sustained implementation of the transition curricula process at both the local school and the community levels.
Emily C. Bouck and Jiyoon Park
Transition is important to all students but especially important to students with intellectual disability who may need additional supports throughout their vertical transitions in…
Abstract
Transition is important to all students but especially important to students with intellectual disability who may need additional supports throughout their vertical transitions in education. This chapter discusses different vertical transitions students with intellectual disability face in education, with particular attention to the movement from high school to adult life. Throughout the chapter, research regarding current transition practices and outcomes for students with intellectual disability is discussed as well as evidence-based practices to support students with intellectual disability as they transition to post-school.
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Sarah R. Carlson, Vidya D. Munandar, Michael L. Wehmeyer and James R. Thompson
In the years following high school, youth, including youth with extensive support needs, aspire to pursue a range of personally important experiences, such as attending…
Abstract
In the years following high school, youth, including youth with extensive support needs, aspire to pursue a range of personally important experiences, such as attending postsecondary education programs, obtaining competitive employment, and living independently. However, the level of disability continues to be a powerful predictor of the degree to which desired outcomes materialize in early adulthood. For most young adults with extensive support needs, valued outcomes are elusive. To support youth with disabilities, including youth with extensive support needs, to progress toward achieving their post-school goals, the Individuals with Disabilities Education Act of 1990 mandated the provision of transition services. Despite the legal mandate for transition services, numerous factors continue to impact the outcomes experienced by youth with extensive support needs. However, research has identified numerous practices to support improved post-school outcomes. In this chapter, we address the transition mandates of the IDEA, identify and describe factors influencing the post-school outcomes of youth with extensive support needs, and provide strategies, practices, and interventions for improving these outcomes.
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Transition from secondary school to adult life is a critical period in students' lives. Transition programs delivered at school play an important role in supporting students with…
Abstract
Transition from secondary school to adult life is a critical period in students' lives. Transition programs delivered at school play an important role in supporting students with disabilities to achieve successful post-school outcomes particularly in the case of transition to work whereby employment is acknowledged as the main target after graduating from secondary school. Post-school outcomes for students with disabilities related to employment, however, remain poor compared to students without disabilities. Using the taxonomy for transition programming and Bronfenbrenner's ecological system theory, this chapter proposes a model and action that needs to be taken in advancing school to work transition programming in Indonesia.
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This chapter begins with the historical background to current educational provisions for students with disabilities and the significant role that parents have played. The focus…
Abstract
This chapter begins with the historical background to current educational provisions for students with disabilities and the significant role that parents have played. The focus then turns to the concept of transition to adulthood for these young people. The chapter addresses such topics as:
What are the experiences of students together with their parents, about leaving school and moving to the next stage in their lives?
What are the components of this transition?
How do the educators and providers manage their roles in this activity?
How are the parents involved?
What are the experiences of students together with their parents, about leaving school and moving to the next stage in their lives?
What are the components of this transition?
How do the educators and providers manage their roles in this activity?
How are the parents involved?
Enablers and barriers in this process are discussed through Papay and Bambara’s (2014) five practices, together with practical suggestions of how parents and professionals can work together to support young adults with special needs.
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Pamela Castellanos and Dale Septeowski
For a number of years, the American School Counselor Association has been working to identify and clarify the role and function of school counselors within Developmental and…
Abstract
For a number of years, the American School Counselor Association has been working to identify and clarify the role and function of school counselors within Developmental and Comprehensive School Counseling programs. The terms “Developmental” and “Comprehensive” mean that school counseling programs establish goals for their programs that are developmentally appropriate to the age and needs of students and that current and future goals build upon previous goal achievement. Thus, school counseling programs should be in place throughout students’ entire K-12 academic experience.
Richard A. Young, L. Alejandra Botia, José F. Domene, Kesha Pradhan and Rosalynn Record-Lemon
The social inclusion of youth is addressed from the perspective of goal-directed action in order to understand and foster it effectively. Conceptualized from the perspective of…
Abstract
The social inclusion of youth is addressed from the perspective of goal-directed action in order to understand and foster it effectively. Conceptualized from the perspective of contextual action theory (CAT), the specific understanding of action as levels, perspectives and systems provides the basis to unpack the complexity of human action. One pertinent action system is identified as project. It refers to a series of actions over time with the same goal. Using this understanding, the social inclusion of youth is described though the joint actions and projects between youth and non-familial adults. These joint actions and projects include advocating for youth, providing instrumental knowledge and encouraging community involvement and civil engagement. CAT is also used to conceptualize and conduct research on the social inclusion of youth. Specifically, the action project method was used to describe the joint projects of both youth with disability and immigrant youth as these projects involved the youth’s social inclusion.
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Mitchell L. Yell, John Delport, Anthony Plotner, Stefania Petcu and Angela Prince
The transition services requirement was added to the Individuals with Disabilities Education Act (IDEA) in 1990. Congress included this mandate in the IDEA to ensure that students…
Abstract
The transition services requirement was added to the Individuals with Disabilities Education Act (IDEA) in 1990. Congress included this mandate in the IDEA to ensure that students with disabilities would be prepared for post-school life. The mandate charges school district personnel with planning and implementing transition services as part of special education programming provided to all eligible students with disabilities when they reach age 16 or earlier if required by state law. The purpose of this chapter is to review the legal requirements regarding transition services and the delivery of transition programming to students with disabilities.
Michael Preston-Shoot, Christine Cocker and Adi Cooper
The purpose of this paper is to set out the evidence base to date for Transitional Safeguarding to support authors of Safeguarding Adult Reviews (SARs) where Transitional…
Abstract
Purpose
The purpose of this paper is to set out the evidence base to date for Transitional Safeguarding to support authors of Safeguarding Adult Reviews (SARs) where Transitional Safeguarding is a key theme in the review.
Design/methodology/approach
This paper draws on key evidence from several published sources about Transitional Safeguarding in England. This evidence is presented in this paper as a framework for analysis to support SAR authors. It follows the same four domains framework used in other adult safeguarding reviews: direct work with individuals; team around the person; organisational support for team members; and governance. This framework was then applied to two SARs written by two of the article’s authors.
Findings
The framework for analysis for Transitional Safeguarding SARs was applied as part of the methodology of two separate SARs regarding three young people. Key reflections from applying the framework to both SARs are identified and discussed. These included: providing an effective framework for analysis which all participants could use and a contribution for developing knowledge. Whilst many issues arising for safeguarding young people are similar to those for other adults, there are some unique features. The ways in which the gaps between children and adults systems play out through inter-agency and multi-professional working, as well as how “lifestyle choices” of young people are understood and interpreted are key issues.
Practical implications
This paper presents an evidence base regarding Transitional Safeguarding for SAR authors who are tasked with completing a SAR where Transitional Safeguarding is a key theme.
Originality/value
This paper draws together key literature and evidence about Transitional Safeguarding practice with young people. This paper argues that this framework for analysis provides SAR authors with a useful tool to support their analysis in this complex area of practice.
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