Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 2 of 2
Full-Text Articles in Education
Starting Early: Perceptions Of Parents And Teachers On 6th To 12th Grade Transition Timeline For Students With High-Incidence Disabilities, Josie M. Nielsen
Starting Early: Perceptions Of Parents And Teachers On 6th To 12th Grade Transition Timeline For Students With High-Incidence Disabilities, Josie M. Nielsen
All Graduate Plan B and other Reports, Spring 1920 to Spring 2023
Post-secondary educational and employment outcomes for students with high- incidence disabilities continue to lag far behind their nondisabled peers. A carefully designed timeline including evidence-based transition skills and practices may serve as a guideline for teachers and parents as they prepare student /child with high-incidence disabilities for successful transition into adulthood. This project examined the importance and age/grade-appropriateness of skills/activities on a transition timeline, based on ratings by teacher and parent focus groups. Participants included eight secondary teachers with at least10 years experience, and five parents of children with high-incidence disabilities who graduated from both high school and post-secondary school. …
The Effects Of Instruction On Self-Determination On Transition Students' Levels Of Goal-Setting, Goal Expression And Action, Scott Charles Sorensen
The Effects Of Instruction On Self-Determination On Transition Students' Levels Of Goal-Setting, Goal Expression And Action, Scott Charles Sorensen
All Graduate Plan B and other Reports, Spring 1920 to Spring 2023
Students with disabilities in transition from school to adulthood often experience problems with self-determination skills, especially goal-related skills (e.g., goal setting, expression, and taking action). Instruction in these skills is needed. This project examined the effect of instructing portions of the self-determination intervention Whose Future is it Anyway? (WFA) dealing with goal-related skills and its effect on goal setting, expressing, and taking action. Participants included five students with disabilities in a transition program ages 18 to 21. Procedures involved a pretest using the ChoiceMaker Assessment and the Arc Scale, followed by the implementation of the WFA intervention, and posttests using …