Education Commons^™

To What Extent Do Young Adults With Disabilities Report Their High School Educational Experiences Prepared Them To Transition To Employment Or Post-Secondary Education, Marlee Jones

All Graduate Plan B and other Reports, Spring 1920 to Spring 2023

This study examined the post school outcomes for young adults with disabilities having participated in special education programs while attending high school. An electronic survey was used to collect information from a population of previous special education students ages 18 to 19 years from a school district in the state of Utah. After sending the survey to approximately 275 former students, the researcher received responses from 4 individuals; a 1.45% response rate. The survey data were examined to identify overall satisfaction of participants’ high school education. Current participant employment rates, as well as post-secondary education enrollment was examined. No conclusions …

Professional Transition Porfolio, Ali Gunn

All Graduate Plan B and other Reports, Spring 1920 to Spring 2023

During my career in junior high, I have been able to provide many transition assessments. This is the first introduction to transition planning for my students and their families, and I enjoy being able to discuss with them their hopes and dreams for the future, and help parents realize the strengths and skills their child has, based on these assessments, which will benefit them in their future goals. I have been able to use transition assessments not only to make appropriate transition plans, but also to set up work experiences that meet my students’ strengths and preferences.

I have provided …

An Assessment Of Self-Determination Skills In Transition-Age Students With Disabilities Following Instruction Using The My Transition Portfolio Program, Eliza Jex

All Graduate Theses and Dissertations, Spring 1920 to Summer 2023

The successful transition for students with disabilities into adult roles and activities post high-school, including employment, participation in postsecondary educational opportunities, and inclusion in social activities, continues to be a challenge for these individuals. Research has established that the development of certain skills earlier on can support students with disabilities in making a successful transition into these adult roles. The development of self-determination skills is one such practice. There is a need in the field of education to further research in programs that are available for teachers in providing instruction in self-determination skills. This study sought to establish research on …

The Effects Of Didactic Training & Behavioral Skills Training On Staff Implementation Of A Stimulus Preference Assessment With Adults With Disabilities, Sandra G. Smith

All Graduate Theses and Dissertations, Spring 1920 to Summer 2023

This study assessed the effects of BST and DT on the treatment integrity scores of four direct care staff (DCS) conducting a multiple stimulus without replacement assessment with confederates. A concurrent multiple baseline design showed that BST was effective in achieving mastery level treatment integrity scores for all participants and that these scores generalized to adults with disabilities and remained at mastery levels after a 2-week generalization phase.

Analysis Of Graduation, Dropout Rates And Trends For Students With Disabilities In Full-Time Online Schools, John Gutman

All Graduate Plan B and other Reports, Spring 1920 to Spring 2023

Graduation rates of students with disabilities (SWD) have significantly lagged behind those of students without disabilities in public schools. Dropout rates of SWD are higher than those of students who do not have disabilities. Rates of both graduation and dropouts in full-time k-12 online schools are significantly lower and higher, respectively, than those of traditional schools, and even lower and higher for SWD in those programs. The purpose of this study was to review data of three full-time k-12 online schools in Utah, compare graduation and dropout rates of SWD with those of SWD in all Utah public schools, and …

Self-Determination Training: A Collaboration Model For Schools And Vocational Rehabilitation, Shannon M. Williams

All Graduate Theses and Dissertations, Spring 1920 to Summer 2023

Transitioning from high school to postsecondary education and employment is often difficult for students with disabilities. Research has shown that students with increased self-determination skills have a greater likelihood of being successful in a postsecondary setting and in obtaining employment.

Students with disabilities often receive extensive specialized instruction in the areas of English and math, but their teachers have not historically been given training in teaching self-determination. Vocational Rehabilitation counselors are trained to give career guidance and encourage self-determination skills, but are not experienced teachers.

The purpose of this thesis was to determine whether or not a self-determination curriculum created …

Development And Preliminary Evaluation Of A Transition Planning Guide, Shalee Thompson

All Graduate Plan B and other Reports, Spring 1920 to Spring 2023

Transition planning for students with disabilities is often a difficult process for students, their families, and their teachers. Families are often unsure of how best to help their student and often feel unheard by the professionals with whom they are working (Defur, Todd-Allen & Getzel, 2001.) Teachers are also unsure of how to best implement transition planning strategies in the classroom (Thoma, Pannazzo, Fritton & Bartholomew, 2008). Transition planning is often poorly aligned with the desired end outcomes for students (Thompson, Fulk & Piercy, 2000) and parents and teachers lack systematic guidance in decision making for transition planning.

This project …

The Development And Evaluation Of A Planning Guide And Inservice To Assist Middle School Personnel In Serving Students With Disabilities Via 504 Plans, Aimee Miller

All Graduate Plan B and other Reports, Spring 1920 to Spring 2023

Section 504 of the Rehabilitation Act of 1973 specifically prohibits the discrimination of individuals with disabilities who participate in federally funded programs, including public education. Public education is a major recipient of federal funds and has struggled to apply the law to their practice. As the Office of Civil Rights (the administrator of Section 504) became more rigorous in enforcing this legislation, schools became more frustrated with the vagueness of the requirements and the eligibility standards. To date, schools still lack explicit direction and instruction on how to help students that may qualify for added accommodations, but do not qualify …

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

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 …

A Comparison Of Social Media Job Search Versus Traditional Job Search Methods On Employment Of Students With Moderate To Severe Disabilities, Janalyn Duersch

All Graduate Theses and Dissertations, Spring 1920 to Summer 2023

This study investigated the effects of social media on employment outcomes for individuals with disabilities. Participants included 37 transition students with moderate to severe disabilities in a Western state school system. The student researcher divided 37 participants into two groups: (a) social media job search, or (b) traditional job search. Social media and traditional groups consisted of 18 and 19 participants, respectively. The control group implemented traditional job search methods. The social media group learned to use social media to further employment. Variables examined included (a) job placements, (b) job interviews, and (c) job referrals. The students in all groups …

The Effects Of Video Modeling On Staff Implementation Of The Picture Exchange Communication System In A Group Home For People With Intellectual Disabilities, Shawnee Dee Collins

All Graduate Theses and Dissertations, Spring 1920 to Summer 2023

As more individuals with intellectual disabilities live in integrated, community group home settings, it is increasingly important that direct support staff are well trained to implement behavioral interventions. However, there are often barriers to providing staff members with sufficient training. For example, there is typically a low supervisor-staff ratio. These studies evaluated the effects of watching a video model and completing a brief quiz on staff’s ability to implement Phases I (study 1) and II (study 2) of the Picture Exchange Communication System (PECS) in group homes for adults with intellectual disabilities. Moreover, the effects of this staff training on …

Development, Implementation, And Evaluation Of A Social Skills Training Intervention In A Rural Special-School Setting For Students With Mild/Moderate Disabilities, Sheree Duncan

All Graduate Plan B and other Reports, Spring 1920 to Spring 2023

Given the critical degree to which a person’s level of social competence influences one’s academic, mental, social, and interpersonal success, it is imperative that schools facilitate the learning of social skills. The purpose of this study was to design, implement and evaluate a social skills training intervention for students with mild disabilities (and behaviors that adversely affect their participation in a general curriculum or resource settings) in a rural special school setting. A review of literature guided the design and evaluation of the intervention. According to analysis of data on student behavior, the social skills training intervention did not consistently …

Perceptions Of Agriculture Teachers Toward Including Students With Disabilities, Monica D. Giffing

All Graduate Theses and Dissertations, Spring 1920 to Summer 2023

The inclusion of students with special needs in regular education classrooms has been required by federal law for more than three decades. However, much of the responsibility for successful accommodation of students with disabilities rests upon the shoulders of teachers. Previous research has indicated that successful inclusion of students with special needs is strongly influenced by the attitude of teachers involved. In this study, all secondary agriculture teachers in Utah were surveyed to determine their attitudes and perceptions related to their willingness and ability to include students with special needs in their classrooms and laboratories. Selected personal and professional characteristics …

A Conceptual Analysis Of The Appropriate Role Of Assistive Technology In The Education Of Students With Disabilities, Martell Menlove

All Graduate Theses and Dissertations, Spring 1920 to Summer 2023

Assistive technology allows students with disabilities opportunities for greater independence, improved productivity, and increased functional capabilities. It removes obstacles, helps students overcome disabilities, and holds great promise for enriching educational outcomes and affecting the lives of students. However, for over 90% of special education students, assistive technology is not part of their education. One reason for not applying assistive technology to help students is the lack of a clear vision of what assistive technology is, what it can help students accomplish, and how to appropriately access it through individualized education programs (IEPs).

In this study a comprehensive concept analysis clarified …

A Case For Inclusion At The Preschool Level, Jill Rae Reed

Undergraduate Honors Capstone Projects

Federal and state legislation (i.e., PL 94-142 combined with PL 99-457) Provide for a free and appropriate education for children with disabilities, between the ages of three and 21, in settings with or in close proximity to children without disabilities (Edmister & Ekstrand, 1987; Odom & McEvoy, 1988; Radonovich & Houck, 1990; Salisbury, 1990). Settings in close proximity to children without disabilities are referred to as the least restrictive environment {LRE). The LRE provision requires educational agencies to ensure children with disabilities are, to the maximum extent appropriate, educated with children who are developing typically (Turnbull & Turnbull, 1990). The …