Using Vertical Transitions From Early Childhood to Postsecondary Environments to Improve Transition Outcomes

Abstract

Get full access to this article

View all access options for this article.

References

Alsem

M. W.

Ausems

Verhoef

Jongmans

M. J.

Meily-Visser

J. M. A.

Ketelaar

(2017). Information seeking by parents of children with physical disabilities: An exploratory qualitative study. Research in Developmental Disabilities, 60, 125–134. https://doi.org/10.1016/j.ridd.2016.11.015

Americans With Disabilities Act Amendments Act of 2008, 42 U.S.C. §12102 (2008).

Barrera

Kramer

(2012). Using skilled dialogue to transform challenging interactions. https://fpg.unc.edu/sites/fpg.unc.edu/files/resources/presentations-and-webinars/Using%20Skilled%20Dialogue.pdf

Bronfenbrenner

(1995). Developmental ecology through space and time: A future perspective. In Moen

Elder

G. H.

Jr. Lüscher

(Eds.), Examining lives in context: Perspectives on the ecology of human development (pp. 619–647). American Psychological Association. https://doi.org/10.1037/10176-018

Bronfenbrenner

Ceci

S. J.

(1994). Nature-nurture reconceptualized in developmental perspective: A bioecological model. Psychological Review, 101(4), 568–586. https://doi.org/10.1037/0033-295X.101.4.568

Bross

L. A.

Travers

J. C.

Wills

H. P.

Huffman

J. M.

Watson

E. K.

Morningstar

M. E.

Boyd

B. A.

(2020). Effects of video modeling for young adults with autism in community employment settings. Career Development and Transition for Exceptional Individuals, 43(4), 209–225. https://doi.org/10.1177/2165143420941488

Brotherson

M. J.

Cook

C. C.

Erwin

E. J.

Weigel

C. J.

(2008). Understanding self-determination and families of young children with disabilities in home environments. Journal of Early Intervention, 31, 22–43. https://doi.org/10.1177/1053815108324445

Cavendish

Connor

(2018). Toward authentic IEPs and transition plans: Student, parent, and teacher perspectives. Learning Disability Quarterly, 41, 32–43. https://doi.org/10.1177/0731948716684680

Davis

M. T.

Cumming

I. K.

(2019). Planning and implementing student-led IEPs for students with EBD. Beyond Behavior, 28(2), 90–98. https://doi.org/10.1177/1074295619850569

10.

Division for Early Childhood. (2016). DEC recommended practices with examples. http://www.dec-sped.org/recommendedpractices

11.

Doren

Gao

J. M.

Lindstrom

L. E.

(2012). The relationship between parent expectations and postschool outcomes of adolescents with disabilities. Exceptional Children, 79(1), 7–23. https://doi.org/10.1177/001440291207900101

12.

Erwin

E. J.

Brotherson

M. J.

Palmer

S. B.

Cook

C. C.

Weigel

C. J.

Summers

J. A.

(2009). How to promote self-determination for young children with disabilities: Evidence-based strategies for early childhood practitioners and families. Young Exceptional Children, 12(2), 27–37. https://doi.org/10.1177/1096250608329611

13.

Hart

J. E.

Brehm

(2013). Promoting self-determination: A model for training elementary students to self-advocate for IEP accommodations. TEACHING Exceptional Children, 45(5), 40–48. https://doi.org/10.1177/004005991304500505

14.

Individuals With Disabilities Education Improvement Act, 20 U.S.C. §§ 1400 et seq. (2004).

15.

Kansas University Center on Developmental Disabilities. (n.d.). Assessments: Self-determination. https://selfdetermination.ku.edu/homepage/assessments/

16.

Kalyanpur

Harry

(2012). Cultural reciprocity in special education: Building family-professional relationships. Brookes.

17.

Khowaja

Banire

Al-Thani

Sqalli

M. T.

Aqle

Shah

Salim

S. S.

(2020). Augmented reality for learning of children and adolescents with autism spectrum disorder (ASD): A systematic review. IEEE Access, 8, 78779–78807. https://doi.org/10.1109/ACCESS.2020.2986608

18.

Klingner

J. K.

Boelé

Linan-Thompson

Rodriguez

(2014). Essential components of special education for English language learners with learning disabilities: Position statement of the Division for Learning Disabilities of the Council for Exceptional Children. Learning Disabilities Research & Practice, 29(3), 93–96. https://doi.org/10.1111/ldrp.12040

19.

Kohler

P. D.

Gothberg

J. E.

Fowler

Coyle

(2016). Taxonomy for transition programming 2.0: A model for planning, organizing, and evaluating transition education, services, and programs. Western Michigan University.

20.

Landmark

L. J.

Zhang

D. D.

Montoya

(2007). Culturally diverse parents’ experiences in their children’s transition: Knowledge and involvement. Career Development for Exceptional Individuals, 30, 68–79. https://doi.org/10.1177/08857288070300020401

21.

Luft

(2015). Transition services for DHH adolescents and young adults with disabilities: Challenges and theoretical frameworks. American Annals of the Deaf, 160, 395–414. https://doi.org/10.1353/aad.2015.0028

22.

Mazzotti

V. L.

Rowe

D. A.

Kwiatek

Voggt

Chang

W-H.

Fowler

C. H.

Poppen

Sinclair

Test

D. W.

(2021). Secondary transition predictors of postschool success: An update to the research base. Career Development and Transition for Exceptional Individuals, 44(1), 47–64. https://doi.org/10.1177/2165143420959793

23.

Medicaid Waiver. (n.d.). Disability services and waivers. http://medicaidwaiver.org/index.html

24.

Mithaug

D. K.

(2002). “Yes” means success: Teaching children with multiple disabilities to self-regulate during independent work. TEACHING Exceptional Children, 35(1), 22–27. https://doi.org/10.1177/004005990203500104

25.

Muharib

Ledbetter-Cho

Bross

L. A.

Lang

Hinson

M. D.

Cilek

R. K.

(2021). Handheld technology to support vocational skills of individuals with intellectual and developmental disabilities in authentic settings: A systematic review. Review Journal of Autism and Developmental Disorders, 1–12. Advance online publication. https://doi.org/10.1007/s40489-021-00247-w

26.

Munandar

V. D.

Morningstar

M. E.

Carlson

S. R.

(2020). A systematic literature review of video-based interventions to improve integrated competitive employment skills among youth and adults with autism spectrum disorder. Journal of Vocational Rehabilitation, 53(1), 29–41. https://doi.org/10.3233/JVR-201083

27.

National Technical Assistance Center on Transition. (2019). Effective practices matrix. https://transitionta.org/epmatrix

28.

Newman

Wagner

Knokey

A.-M.

Marder

Nagle

Shaver

Wei

Cameto

Contreras

Ferguson

Greene

Schwarting

(2011). The post-high school outcomes of young adults with disabilities up to 8 years after high school: A report from the National Longitudinal Transition Study-2 (NCSER 2011-3005). SRI International.

29.

O’Shea

Algozzine

Hammittee

O’Shea

(2000). Families and teachers of individuals with disabilities: Collaborative orientations and responsive practices. Allyn & Bacon.

30.

Papay

Unger

D. D.

Williams-Diehm

Mitchell

(2015). Begin with the end in mind: Infusing transition planning and instruction into elementary classrooms. TEACHING Exceptional Children, 47(6), 310–318. https://doi.org/10.1177/0040059915587901

31.

Park

Bouck

E. C.

Duenas

(2020). Using video modeling to teach social skills for employment to youth with intellectual disability. Career Development and Transition for Exceptional Individuals, 43(1), 40–52. https://doi.org/10.1177/2165143418810671

32.

Powell

D. S.

Batsche

C. J.

Ferro

Fox

Dunlap

(1997). A strength-based approach in support of multi-risk families: Principles and issues. Topics in Early Childhood Special Education, 17(1), 1–26. https://doi.org/10.1177/027112149701700105

33.

Sanford

Newman

Wagner

Cameto

Knokey

Shaver

(2011). The post-high school outcomes of young adults with disabilities up to 6 years after high school: Key findings from the National Longitudinal Transition Study-2 (NLTS2) (NCSER 2011-3004). U. S. Department of Education. https://files.eric.ed.gov/fulltext/ED523539.pdf

34.

Shogren

K. A.

Raley

S. K.

Burke

K. M.

Wehmeyer

M. L.

(2019). The self-determined learning model of instruction teacher’s guide. Kansas University Center on Developmental Disabilities.

35.

Souto-Manning

Swick

K. J.

(2006). Teachers’ beliefs about parent and family involvement: Rethinking our family involvement paradigm. Early Childhood Education Journal, 34(2), 187-193. https://doi.org/10.1007/s10643-006-0063-5

36.

Wehmeyer

M. L.

Palmer

S. B.

(2000). Promoting causal agency: The self-determined learning model of instruction. Exceptional Children, 66, 439–453. https://doi.org/10.1177/001440290006600401

37.

Zheng

Maude

S. P.

Brotherson

M. J.

Summers

J. A.

Palmer

S. B.

Erwin

E. J.

(2015). Foundations for self-determination perceived and promoted by families of young children with disabilities in China. Education and Training in Autism and Developmental Disabilities, 50, 109–122.

Supplementary Material

Please find the following supplemental material available below.

For Open Access articles published under a Creative Commons License, all supplemental material carries the same license as the article it is associated with.

For non-Open Access articles published, all supplemental material carries a non-exclusive license, and permission requests for re-use of supplemental material or any part of supplemental material shall be sent directly to the copyright owner as specified in the copyright notice associated with the article.

0.00 MB

0.04 MB