Education Commons^™

Inclusive Academic Education & Vocationally-Oriented Transition Predictors’ Association With Post-Secondary Outcomes Of Youth With Intellectual And Developmental Disabilities, Joshua P. Taylor

Theses and Dissertations

Despite efforts through legislation to increase the engagement of individuals with intellectual and developmental disabilities (IDD) in competitive integrated employment (CIE) and post-secondary education, outcomes remain poor. However, recent policy has emphasized CIE as a preferred outcome and created new opportunities to engage individuals with IDD in post-secondary education. Likewise, research into the transition of youth with disabilities has revealed several predictors of post-school success including inclusive education and a variety of vocationally-oriented experiences. Previous research had not determined whether students with IDD received both inclusive academic education and vocational transition experiences or how these predictors might interact. The purpose …

Effects Of Behavioral Skills Training With In Situ Training On Workplace Conversational Skills Of Transition-Aged High School Students With Autism Spectrum Disorder, Holly N. Whittenburg

Theses and Dissertations

Young adults with autism spectrum disorder (ASD) experience high rates of unemployment in the years immediately following high school (Hendricks & Wehman, 2009; Roux et al., 2015), yet very few studies to date have investigated approaches to teaching transition-aged high school students work-related social skills within competitive, integrated workplace settings. Furthermore, difficulties in developing relationships with coworkers within the workplace may negatively affect employment (Baldwin et al., 2014; Sperry & Mesibov, 2005). Research is needed that examines methods for improving interactions with coworkers.

This study investigated the effects of a behavioral skills training (BST) with in situ training intervention package …

The Continuum Of Support For Building Intimacy Knowledge In College For Students With Intellectual And Developmental Disability, Chelsea Vanhorn Stinnett

Theses and Dissertations

Adults with intellectual disability report the same relational and sexual intimacy needs as those without disability, yet experience barriers in accessing intimacy education and engaging in intimacy. Postsecondary education (PSE) programs for students with intellectual disability allow for college students to experience a higher level of autonomy in choice-making they may not have experienced in their family home. The Continuum of Support for Intimacy Knowledge in College Survey (CoSIK-C) was used to examine how PSE programs support college students in building their intimacy knowledge, intimacy education professional development opportunities for PSE staff members, and staff perceptions on factors that could …

Young Adults With Visual Impairments And Driver's Education: Journeys Of Self-Efficacy, Identity, And Transition To Adulthood, Molly Pasley

Theses and Dissertations

A person’s ability to travel independently can determine whether he or she transitions successfully from one life stage to another. One critically important aspect of independent travel is coming to understand how vehicles move in the built environment. For youth without visual disabilities, this information is addressed in depth in driver’s education courses. In the case of adolescents with visual impairments, the acquisition of this information is more complex and raises a number of complicated questions. In this qualitative study, seven adults with visual impairments ages 18-27 and six of their family members are interviewed to determine the impact of …

The Role Of Professional Development On Secondary Special Educators Self-Efficacy Regarding The Use Of Evidence-Based Transition Practices, Lauren P. Bruno

Theses and Dissertations

The purpose of this study was to determine how transition specific professional development influenced secondary special educators’ knowledge and perceived self-efficacy regarding the use of evidence-based transition practices. Past research has suggested that secondary special educators enter the profession with limited knowledge and skills to provide effective evidence-based transition practices to students with disabilities. Based on Bandura’s Social Cognitive Theory, and Desimone’s framework for effective professional development, this study identified how different variables related to professional development can influence teacher self-efficacy in terms of delivering evidence-based transition practices. Specifically, a correlational research design was used to investigate teacher self-efficacy to …

Teachers' Perceptions Of Addressing Leisure In Curriculum For Students With Severe Disabilities, Kara Klepp

Theses and Dissertations

This qualitative study was designed to examine the perspectives of addressing leisure in curriculum for students with severe disabilities. Quality of life disucssions have shown the importance of considering skills to prepare them for adulthood which includes leisure outcomes. Research has examined many different aspects of transition including vocational education, but limited research has been conducted relating to leisure outcomes. Qualitative data obtained through semi-structured interviews indicated that more research is needed in leisure education including curriculum development and prioritization of skills taught. The participants reflected on their own definitions of leisure, current leisure outcomes, and the types of assessment …

A Qualitative Investigation Of Secondary General Education Teachers' Perspectives On Their Involvement In Transition Services, Stephen M. Kwiatek

Theses and Dissertations

This exploratory qualitative study was designed to examine the perspectives of secondary general education teachers’ involvement within the transition for all youth, including youth with disabilities. Youth with disabilities continue to find less success than peers without disabilities during postsecondary life. Research has examined special education teachers and transition professionals’ roles within the transition process, but limited research has been conducted relating to general education teachers’ roles. Qualitative data obtained through semi-structured interviews indicate the opportunity for more substantive involvement in transition planning for all students, including those with disabilities. Overall findings suggest that general educators have desired student outcomes …

Educational Predictors For Postsecondary Living Status, Irina Cain

Theses and Dissertations

This study was performed as the result of gaps in the literature in the area of transition to independent living (IL) using secondary data from the National Longitudinal Transition Study 2 (NLTS-2). Its findings identify individual, skills, family, and school factors that predict postsecondary living status and moderators of the relationships between predictors and the outcome. Specifically, results indicated the following factors as predicting postsecondary living status: individual factors (ethnicity and disability label), skills (self-care, functional mental, personal autonomy, self-realization, and social), family factors (parental expectations and parental involvement in school), and school factors (student’s role in transition planning and …

Perceptions Of Individuals With Disabilities In The Justice Systemabout Their Transition Preparation, Justine Nicole Howarth

Theses and Dissertations

This study gathered information about adults with disabilities who were served with special education services during high school and incarcerated after high school, on their job preparation plan and explored the effects of that preparation on the individual's perception of successful transition after high school. It also investigated what, if anything, could have been done in high school to prevent their entrance or continuation in the criminal justice system. Due to the difficulty in accessing this population, only three individuals were interviewed. However, the rich information provided from this study indicated that to help them live independently and successfully transition …

The Effects Of Video Prompting Via An Ipad On Vocational Skill Development Of Secondary Students With Developmental Disabilities, Patricia D. Lund

Theses and Dissertations

Current laws stress the importance of using research-based practices to teach transition and vocational skills to students with disabilities. Some of the evidence-based practices include the use of videos to prompt students through a task. Much research has been done concerning the effectiveness of video prompts to teach daily living skills, academic skills and social skills. Transitional skills that have been taught often include simple, entry level skills such as watering plants, cooking soup in the microwave or setting a table. To date, there is little research regarding the use of video prompts to teach complex employment skills that can …

Paraeducators In Secondary Transitional Settings: Their Knowledge, Responsibilities, And Training Needs, Michelle Holbrook

Theses and Dissertations

The authors queried 336 paraeducators working in 34 high schools or special programs offering transitional services for adult students with disabilities. The survey included (a) the contexts in which they support students with disabilities, (b) their knowledge about core competencies in educating these students, (c) the job-related tasks they perform most frequently, (d) their perceived ability to perform these tasks effectively, and (e) their need for further training across these knowledge and task areas. The study replicated a study conducted by Carter, O'Rourke, Sisco, and Pelsue (2009) surveying paraeducators working in K-12 settings. The authors found that paraeducators worked with …