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- Doctoral Dissertations and Projects (11)
- ETSU Faculty Works (7)
- Special Education and Communication Disorders Faculty Publications (2)
- Communication Disorders & Special Education Faculty Publications (1)
- Cornerstone 2 Reports : Community Outreach and Empowerment Through Service Learning and Volunteerism (1)
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- Early and Special Education Faculty Publications and Presentations (1)
- Education Faculty Articles and Research (1)
- Master's Theses & Capstone Projects (1)
- Policy Analysis (1)
- Policy Briefs (1)
- Research to Practice Series, Institute for Community Inclusion (1)
- Senior Honors Theses (1)
- Special Education Faculty Publications (1)
Articles 1 - 30 of 30
Full-Text Articles in Education
Recommendations To Improve Social-Emotional Learning For Students With Disabilities At The Virginia School For The Deaf And The Blind In Virginia, Rebecca J. White
Recommendations To Improve Social-Emotional Learning For Students With Disabilities At The Virginia School For The Deaf And The Blind In Virginia, Rebecca J. White
Doctoral Dissertations and Projects
The purpose of this study is to provide recommendations to improve social-emotional learning for students with disabilities at The Virginia School for the Deaf and the Blind in Virginia. The problem is that social-emotional learning practices need improving since 80% of teachers at The Virginia School for the Deaf and the Blind reported a lack of social and emotional skills in students on the yearly Needs Assessment Survey (The Virginia School for the Deaf and the Blind Needs Assessment Survey, 2022). The rationale for this research is the importance of improving the development of social-emotional skills in students with disabilities. …
The Causal-Comparative Analysis Of Academic Performance Of High School Students With And Without Disabilities In The Face-To-Face And Online Educational Settings, Marina V. Clayton
The Causal-Comparative Analysis Of Academic Performance Of High School Students With And Without Disabilities In The Face-To-Face And Online Educational Settings, Marina V. Clayton
Doctoral Dissertations and Projects
The purpose of this non-experimental causal-comparative study was to determine whether there is a statistically significant difference in the academic performance of high school students with and without disabilities who received math instructions in face-to-face and online educational settings during the 2020-2021 school year. During that year, educational establishments worldwide transitioned from traditional face-to-face to online delivery mode, complying with the social distancing requirements due to the COVID-19 pandemics. The current study employed a convenience sample that consisted of 588 high school students from Georgia. Participants took the Georgia Milestones End-of-Course Test in Algebra I in the spring of 2021 …
A Transcendental Phenomenological Study Of What Schools Can Do To Retain Lumbee Indian Students With Disabilities Through High School To Graduation, Telisha Daniell Locklear
A Transcendental Phenomenological Study Of What Schools Can Do To Retain Lumbee Indian Students With Disabilities Through High School To Graduation, Telisha Daniell Locklear
Doctoral Dissertations and Projects
The purpose of this transcendental phenomenological study was to explore what schools can do to retain Lumbee Indian students with disabilities through high school to graduation. The theory guiding this phenomenological study was Maslow’s theory of human motivation. It relates to the motivation to satisfy a series of basic needs before individuals can meet their full potential. There were 12 special education teacher participants in this study who serve Lumbee Indian students. Data were collected through participant interviews, open letters, and focus groups. Data were analyzed thematically using the Van Kaam methodology. Five major themes emerged from the analyzed data. …
Examining The Predictive Relationship Between Map Reading Scores And Instructional Setting Among Students With Disabilities, Erika Renee' Simpson
Examining The Predictive Relationship Between Map Reading Scores And Instructional Setting Among Students With Disabilities, Erika Renee' Simpson
Doctoral Dissertations and Projects
The purpose of this quantitative, correlational study was to examine if the English instructional setting and special education disability predict the reading achievement of middle school students with disabilities. The findings of this study are useful in determining the effectiveness of inclusion in the English general education classroom for students with specific learning disability (SLD), attention-deficit hyperactivity disorder (ADHD), and speech and language impairment (SLI). The 116 participants of this study are middle school students enrolled in a public middle school in Georgia. All participants received special education services through the implementation of an Individual Education Plan (IEP). Archival data …
Perspectives Of Students’ Personal Disability Awareness Impacting Transitions: A Phenomenological Study, Joshua S. Crandell
Perspectives Of Students’ Personal Disability Awareness Impacting Transitions: A Phenomenological Study, Joshua S. Crandell
Doctoral Dissertations and Projects
Students with disabilities (SWD) struggle with achieving positive postsecondary outcomes in training or schooling, employment, and independence. SWD’s transition plans should prepare them for these subsequent phases, but SWD are not finding that success. The purpose of this transcendental phenomenological study was to describe the lived experiences of students with a personal disability awareness as they transition from high school. The central research question for this study was: What are the lived experiences of postsecondary students with a personal disability awareness as they transition from high school? The study used a transcendental phenomenological approach through interviews, focus groups, and journal …
The Texas Reading Academies And The Experiences Of Teachers Who Instruct Students With Disabilities: A Phenomenological Study, Suzanne S. Jones
The Texas Reading Academies And The Experiences Of Teachers Who Instruct Students With Disabilities: A Phenomenological Study, Suzanne S. Jones
Doctoral Dissertations and Projects
To build today's students' reading skills, teachers must know effective instructional reading practices. Therefore, the purpose of this transcendental phenomenological study was to understand the experiences with learning and incorporating the elements of the Texas Reading Academies with a focus on language comprehension by teachers who instruct students with disabilities in Texas. The Texas Reading Academies' goal is to provide teachers with reading instructional practices grounded in the science of reading. The theory guiding this study was Malcolm Knowles' adult learning theory, with the central research question asking what the experiences of teachers who instruct students with disabilities were with …
The Relationship Between Pbis When Practiced With Fidelity And Students With Disabilities’ Academic Achievement Outcomes As Measured On The Georgia Milestones Assessment In Grades Three Through Seven, Tammy A. Hatton
Doctoral Dissertations and Projects
PBIS was designed to be a framework, not a curriculum or one size fits all plan, to address the behavioral and academic needs of students with disabilities. PBIS has deep roots in behaviorism theory mirroring many aspects of Applied Behavior Analysis. The PBIS framework embraces concepts from E. L. Thorndike’s, Law of Effect and B. F. Skinner’s, Operant Conditioning to teach the behaviors necessary to ensure high-quality, uninterrupted classroom instruction. This research study is important to any school system or administration that have students with disabilities and face classroom behavioral issues that interfere with classroom instruction. The purpose of this …
A Phenomenological Study Of The Shared Lived Experiences Of Students With Disabilities In Inclusion Classrooms, Michelle Lynette Brown
A Phenomenological Study Of The Shared Lived Experiences Of Students With Disabilities In Inclusion Classrooms, Michelle Lynette Brown
Doctoral Dissertations and Projects
The purpose of this transcendental phenomenological study was to describe the lived experience of inclusion for students with disabilities regarding the practice of inclusion at a rural middle school in Southwest Virginia. The theories guiding this study were Vygotsky’s sociocultural theory of cognitive development and Maslow’s hierarchy of needs. The central research question for the study was: What are the shared lived experiences of students with disabilities in an inclusion classroom? Other questions addressed social and academic experiences of students with disabilities in inclusion classrooms. The study took place in intermediate and middle schools in rural Southwest Virginia. Purposeful sampling …
The Relationship Between General Education Teachers' Expectations For Students With Disabilities And Academic Achievement, Emy Elizabeth Lorigan
The Relationship Between General Education Teachers' Expectations For Students With Disabilities And Academic Achievement, Emy Elizabeth Lorigan
Doctoral Dissertations and Projects
Beginning with the Education for All Handicapped Children Act of 1975 and continuing through the passage of No Child Left Behind Act in 2001 and the Every Student Succeeds Act of 2015, legislation has significantly impacted the quality of education for students with disabilities. Many improvements, including the right to a free and appropriate public education within their least restrictive environment, have aided the academic success of students with disabilities. However, with the introduction of high stakes testing there has been increased pressure to succeed placed upon both the students and the teachers. Beyond unrealistic academic expectations, other factors including …
Stem For Everyone: A Mixed Methods Approach To The Conception And Implementation Of An Evaluation Process For Stem Education Programs For Students With Disabilities, Amy Jane Griffiths, John Brady, Nicholas Riley, James Alsip, Vanessa Trine, Lauren Gomez
Stem For Everyone: A Mixed Methods Approach To The Conception And Implementation Of An Evaluation Process For Stem Education Programs For Students With Disabilities, Amy Jane Griffiths, John Brady, Nicholas Riley, James Alsip, Vanessa Trine, Lauren Gomez
Education Faculty Articles and Research
Some students with autism spectrum disorder and other learning differences may have superior visual acuity, increased attentional focus, and logical thinking abilities, lending to an affinity for science, technology, engineering, and mathematics (STEM) fields. At the same time, economists report that, the United States will experience a 28.2% increase in STEM-related jobs between 2014 and 2024. Although students with disabilities (SWD) can help to fill those positions, 85% of SWD graduates are either underemployed or unemployed as they enter young adulthood. Thus, there is a need to develop, evaluate, and report outcomes of STEM preparation programs specifically tailored to SWD. …
Project Search: Analysis Of Employment Outcomes For Students With Disabilities Across Two Districts, Mariya T. Davis, Ingrid K. Cumming, Nicole M. Park, Carl J. Sheperis
Project Search: Analysis Of Employment Outcomes For Students With Disabilities Across Two Districts, Mariya T. Davis, Ingrid K. Cumming, Nicole M. Park, Carl J. Sheperis
Special Education Faculty Publications
Rehabilitation professionals have a major focus on competitive employment, which is a central component of adult life that provides not only economic benefits, but also a social network and enhanced self-esteem. The employment gap for individuals with disabilities has remained consistently high despite concerted efforts to provide access to quality job readiness training and a simultaneous increase in awareness of the value of diversity in the workforce. This study examined the outcomes of Project SEARCH, an employer-based transition program for young adults with disabilities that promotes partnerships among the school and community by utilizing a unique collaborative approach that brings …
Building Collaborative Partnerships To Increase Postsecondary Education Opportunities For Students With Intellectual And Developmental Disabilities, Annemarie L. Horn, Kimberly M. Bean, Selena J. Layden, Judith E. Terpstra, Karen C. Holloway
Building Collaborative Partnerships To Increase Postsecondary Education Opportunities For Students With Intellectual And Developmental Disabilities, Annemarie L. Horn, Kimberly M. Bean, Selena J. Layden, Judith E. Terpstra, Karen C. Holloway
Communication Disorders & Special Education Faculty Publications
Transitioning from high school to the next phase of life can be especially challenging for youth with intellectual and other developmental disabilities (IDD). Federal mandates are in place to provide individualized transition services to students with disabilities up to age 22; however, there is variability in the location of service delivery. A growing number of school districts have partnered with institutions of higher education (IHE) in an effort to enhance postsecondary education (PSE) opportunities for individuals with IDD who are between the ages of 18-21. While there are some differences in PSE programs, the core foundational component is constant across …
The Effects Of Completing Prep Academy: A University-Based Transition Project For Students With Disabilities (Practice Brief), Jeremy W. Ford, Julianne A. Wenner, Victoria Murphy
The Effects Of Completing Prep Academy: A University-Based Transition Project For Students With Disabilities (Practice Brief), Jeremy W. Ford, Julianne A. Wenner, Victoria Murphy
Early and Special Education Faculty Publications and Presentations
This practice brief provides an overview of a project designed to support students with disabilities considering postsecondary education. Postsecondary Rewarding Education is Possible (PREP) Academy was developed by individuals from a state vocational rehabilitation agency and a public research university. PREP Academy is a campus-based, weeklong experience in which students participate in activities designed to mirror the “college experience.” In an evaluation of the project’s second year, a total of 23 students and six parents/guardians completed a pre- and post-survey to examine how attending the project affected students’ perceptions related to students attending college. Interview data from three student and …
Book It, Bullies: Using Children's Literature To Address Bullying In The Classroom, Kamryn Gottier
Book It, Bullies: Using Children's Literature To Address Bullying In The Classroom, Kamryn Gottier
Senior Honors Theses
Bullying is an ever-present issue rampant in schools and society today. It is incredibly eye-opening to consider the striking rates, harmful effects, and possible coping mechanisms associated with bullying. When considering this heavy topic from an educator’s point of view, it is critical that children’s literature be discussed as a powerful weapon to combat bullying. Educators should utilize literature to address bullying and initiate discussions concerning this challenging subject within their classes; prepare their students for being in an inclusion classroom among peers with and without disabilities; inform their students about disabilities that some of their classmates may be diagnosed …
Special Education Teachers’ Perceptions Of Students’ With Disabilities Ability, Instructional Needs, And Difficulties Using Visual Representations To Solve Mathematics Problems, Delinda Van Garderen, Apryl L. Poch, Amy Scheuermann
Special Education Teachers’ Perceptions Of Students’ With Disabilities Ability, Instructional Needs, And Difficulties Using Visual Representations To Solve Mathematics Problems, Delinda Van Garderen, Apryl L. Poch, Amy Scheuermann
Special Education and Communication Disorders Faculty Publications
In this article, we present findings that examined special education teachers’ perception of students’ with disabilities ability, instructional needs, and difficulties for using visual representations (VRs) as a strategy to solve mathematics problems. In addition, whether these perceptions differed by instructional grade or setting currently teaching was examined. Survey data from 97 in-service teachers revealed, regardless of instructional setting or grade level taught, that they believe students with disabilities have the ability to learn about and use VRs and need to be taught to use VRs. Furthermore, the special education teachers perceived students with disabilities to have difficulty with all …
Inclusion In The Early Childhood Classroom: What Should This Look Like?, Naomi Sharp
Inclusion In The Early Childhood Classroom: What Should This Look Like?, Naomi Sharp
Master's Theses & Capstone Projects
Inclusion is a topic that affects both general education and special education teachers, all students, all schools and all districts. Inclusive education has been done many ways. This history of inclusion has been a long and ever changing. This article will look at what has studied thus far about inclusion along with research done surrounding inclusion in the early childhood setting. After looking at many options, this article will pinpoint what ways inclusion can be used to support students with disabilities.
Opinion Paragraph Writing Intervention For Students With Significant Disability, Pamela J. Mims, Carol Stranger, R. Pennington, W. White, J. Sears, N. Strickler
Opinion Paragraph Writing Intervention For Students With Significant Disability, Pamela J. Mims, Carol Stranger, R. Pennington, W. White, J. Sears, N. Strickler
ETSU Faculty Works
Increasingly, technology has been used to provide access to academic curricula for students with moderate to severe intellectual disability. In the current pilot study, we used a multiple probe across participants design to evaluate the effectiveness of a technology-based instructional package on the opinion writing skills of three middle school students with moderate and severe intellectual disability. Findings suggest that the intervention resulted in improved performance across all three participants and that all participants maintained performance at levels greater than baseline. Limitations and implications for practice and future research are discussed.
Visual Representation In Mathematics: Special Education Teachers’ Knowledge And Emphasis For Instruction, Delinda Van Garderen, Amy Scheuermann, Apryl L. Poch, Mary M. Murray
Visual Representation In Mathematics: Special Education Teachers’ Knowledge And Emphasis For Instruction, Delinda Van Garderen, Amy Scheuermann, Apryl L. Poch, Mary M. Murray
Special Education and Communication Disorders Faculty Publications
The use of visual representations (VRs) in mathematics is a strongly recommended practice in special education. Although recommended, little is known about special educators’ knowledge of and instructional emphasis about VRs. Therefore, in this study, the authors examined special educators’ own knowledge of and their instructional emphasis with VRs in mathematics for students with disabilities (SWDs) in Grades K-12. A total of 146 teachers (pre- and in-service) responded to an online survey. A mixed methods triangulation research design was utilized. Findings include the following: (a) teachers hold conceptions about VRs and the roles they serve in problem solving; their ideas, …
A Philosophical And Evidence-Based Basis For Including Students With Disabilities In The General Education Curriculum, Pamela J. Mims
A Philosophical And Evidence-Based Basis For Including Students With Disabilities In The General Education Curriculum, Pamela J. Mims
ETSU Faculty Works
Those of us involved in education – administrators, teachers, parents, students, specialists, policy makers and researchers – must decide on the level of rigour that will take place in our classrooms. Decisions based on the least dangerous assumption (LDA) are providing outstanding results. Donnellan (1984) famously wrote that “we should assume that poor performance is due to instructional inadequacy rather than to student deficits” (p 142). This philosophy has been the foundation of recent research into the access available to the general curriculum and practice in the classroom by individuals who have a wide range of ability levels. As a …
A Culturally And Linguistically Responsive Framework For Improving Academic And Postsecondary Outcomes Of Students With Moderate Or Severe Intellectual Disability, Christopher J. Rivera, Bree A. Jimenez, Joshua N. Baker, Tracy Spies, Pamela J. Mims, Ginevra Courtade
A Culturally And Linguistically Responsive Framework For Improving Academic And Postsecondary Outcomes Of Students With Moderate Or Severe Intellectual Disability, Christopher J. Rivera, Bree A. Jimenez, Joshua N. Baker, Tracy Spies, Pamela J. Mims, Ginevra Courtade
ETSU Faculty Works
The needs of culturally and linguistically diverse (CLD) students with moderate or severe intellectual disability (ID) are quite unique and complex. CLD students with moderate or severe ID face many of the same issues as their non-disabled CLD peers; however, due to the nature of their disability this may lead to even less access to the general curriculum, appropriate services, materials, and meaningful collaboration between families and educators. The purpose of this article is to provide a culturally responsive framework for facilitating academic instruction for CLD students with moderate or severe ID that also includes appropriate supports in an effort …
How To Implement Visual Activity Schedules For Students With Disabilities, Amy D. Spriggs, Wilhelmina Van Dijk, Pamela J. Mims
How To Implement Visual Activity Schedules For Students With Disabilities, Amy D. Spriggs, Wilhelmina Van Dijk, Pamela J. Mims
ETSU Faculty Works
Based on recent literature reviews on the use of Visual Activity Schedules (VAS) for students with intellectual disability and autism, the strategy has been deemed an evidence based practice. Using the literature highlighted in the recent reviews, this article provides an overview of VAS and common skills VAS has been used to teach. Additionally, the authors provide guidelines on schedules variations, creating schedules, and implementing the schedules. Finally, several examples of VAS are included.
Policy Brief: Keeping All Students Safe Act Of 2014, Nancy Bergerson
Policy Brief: Keeping All Students Safe Act Of 2014, Nancy Bergerson
Policy Analysis
Senator Harkin (D-IA), Senator Murphy (D-CT), Senator Baldwin (D-WI), and Senator Hirono (D-HI) introduced the Keeping All Students Safe Act (S.2036) in the Senate on Feb. 24, 2014. Rep. Miller (D-CA) introduced H.R. 1893 on May 9, 2013. The Act would produce limitations for the use of restraints in public and private schools. Currently, 19 states have no policies in place to address this issue. The law would require better training, monitoring and enforcement of these standards, as well as the collection of related data which would be available to the public. We are asking you to co-sponsor the Keeping …
Comparing The Perceptions Of Inclusion Between General Education And Special Education Teachers, Debra Bruster
Comparing The Perceptions Of Inclusion Between General Education And Special Education Teachers, Debra Bruster
Doctoral Dissertations and Projects
This causal-comparative, quantitative study compared the perceptions of inclusion of students with disabilities in the mainstream classroom that are held by high school general education teachers and high school special education teachers that teach in inclusive settings. The study determined there is a difference between the perceptions of inclusive education between teachers with different teaching assignments. Special education teachers were clearly more positive than general education teachers about the inclusion of students with disabilities, the influence of students with disabilities on the general education classroom and its students, and the management of behavior in the inclusive classroom. There was no …
Effectiveness Of Gluten-Free And Casein-Free Diets For Individuals With Autism Spectrum Disorders: An Evidence-Based Research Synthesis, Jie Zhang, Michael R. Mayton, John J. Wheeler
Effectiveness Of Gluten-Free And Casein-Free Diets For Individuals With Autism Spectrum Disorders: An Evidence-Based Research Synthesis, Jie Zhang, Michael R. Mayton, John J. Wheeler
ETSU Faculty Works
In order to better assist practitioners and better serve persons with autism spectrum disorders (ASD) and their families, it is vital for professionals to systematically evaluate the existing body of literature and synthesize its scientific evidence, so that the efficacy of research can be translated to evidence-based practices (EBPs) (Wheeler, 2007; Zhang & Wheeler, 2011). This research synthesis evaluated adherence to EBP standards and analyzed the effectiveness of gluten-free and casein-free (GFCF) diets for individuals with ASD. Four hundred and seventy articles were screened among peer-reviewed journals in English language published through 2010 using the Academic Search Complete search database. …
High School Teachers' Perceptions Of Inclusion, Carmen Wiggins
High School Teachers' Perceptions Of Inclusion, Carmen Wiggins
Doctoral Dissertations and Projects
With the reauthorization of No Child Left Behind, school systems must ensure students with disabilities receive instruction in general education classrooms. Implementing the inclusion model has been challenging for many school systems as the systems try to find ways to meet the needs of their diverse student populations. The purpose of this quantitative casual-comparative and correlational study is to identify high school teachers' perceptions of inclusion. One hundred seventy-three high school teachers from six school districts located in a southeastern metropolitan area completed a survey to allow the researcher to examine if a relationship existed between teachers' perceptions of inclusion …
Effects Of A Treatment Package To Facilitate English/Language Arts Learning For Middle School Students With Moderate To Severe Disabilities, Pamela J. Mims, Angel Lee, Diane M. Browder, Tracie-Lynn Zakas, Susan Flynn
Effects Of A Treatment Package To Facilitate English/Language Arts Learning For Middle School Students With Moderate To Severe Disabilities, Pamela J. Mims, Angel Lee, Diane M. Browder, Tracie-Lynn Zakas, Susan Flynn
ETSU Faculty Works
This pilot study sought to develop and evaluate the use of a treatment package that included systematic and direct instruction on acquisition of literacy skills aligned with middle school English/Language Arts standards for students with moderate to severe disabilities, including autism. Participants included five teachers and 15 middle school students with moderate to severe disabilities who were primarily served in a self-contained setting. A one-group, nonrandomized, pre-posttest design was implemented to measure vocabulary, comprehen- sion of familiar text and unfamiliar text, poetry, research, and writing skills. Results indicated significant gains in vocabulary and comprehension of familiar text. Limitations, implications, and …
Data-Based Decisions Guidelines For Teachers Of Students With Severe Intellectual And Developmental Disabilities, Bree A. Jimenez, Pamela J. Mims, Diane M. Browder
Data-Based Decisions Guidelines For Teachers Of Students With Severe Intellectual And Developmental Disabilities, Bree A. Jimenez, Pamela J. Mims, Diane M. Browder
ETSU Faculty Works
Effective practices in student data collection and implementation of data-based instructional decisions are needed for all educators, but are especially important when students have severe intellectual and develop- mental disabilities. Although research in the area of data-based instructional decisions for students with severe disabilities shows benefits for using data, there is limited research to demonstrate teachers in applied settings can acquire the decision-making skills required. The purpose of this research was to demonstrate how teachers from five states acquired a set of data-based decisions implementation guidelines through online professional development. Recommendations for practice and future research are included.
Videostories: Using Technology To Give Voice To Adolescents With Disabilities: Mid-Project Status Report, Leslie Soodak, Ph.D.
Videostories: Using Technology To Give Voice To Adolescents With Disabilities: Mid-Project Status Report, Leslie Soodak, Ph.D.
Cornerstone 2 Reports : Community Outreach and Empowerment Through Service Learning and Volunteerism
No abstract provided.
Assessing Students With Disabilities: The Individuals With Disabilities Act Meets No Child Left Behind, Sarah C. Mckenzie, Gary W. Ritter
Assessing Students With Disabilities: The Individuals With Disabilities Act Meets No Child Left Behind, Sarah C. Mckenzie, Gary W. Ritter
Policy Briefs
The Individuals with Disabilities Education Act (IDEA) (P.L. 94-142 [20 U.S.C., §1400 et seq.), authorized by Congress in 1975 and reauthorized in 1997 and 2004, guarantees all children with disabilities the right to a free appropriate public education and guarantees procedural safeguards to assure protection of the rights of these children and their parents. The No Child Left Behind Act (NCLB) (PL-107-110 [20 U.S.C. §6301, et seq.], 2001) requires, among other things, that schools be accountable for education results through annual standardized testing and through additional standards that determine a school’s adequate yearly progress (AYP). The 2004 reauthorization of IDEA …
Research To Practice: Building A Future: Working With The Post-High School Expectations Of Students & Parents, Jennifer Schuster, Steven Graham, Mairead Moloney
Research To Practice: Building A Future: Working With The Post-High School Expectations Of Students & Parents, Jennifer Schuster, Steven Graham, Mairead Moloney
Research to Practice Series, Institute for Community Inclusion
This brief examined the circumstances that accompany high expectations for the future for Massachusetts high school students who receive special education services and their parents. Includes recommendations on how to build and fulfill students' goals for adulthood.