Download or read book Variables Affecting the Post High School Outcomes of Students with Learning Disabilities written by Carolyn Anne McAllister and published by . This book was released on 2008 with total page 356 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Navigating the Transition from High School to College for Students with Disabilities written by Meg Grigal and published by Routledge. This book was released on 2018-07-16 with total page 201 pages. Available in PDF, EPUB and Kindle. Book excerpt: Navigating the Transition from High School to College for Students with Disabilities provides effective strategies for navigating the transition process from high school into college for students with a wide range of disabilities. As students with disabilities attend two and four-year colleges in increasing numbers and through expanding access opportunities, challenges remain in helping these students and their families prepare for and successfully transition into higher education. Professionals and families supporting transition activities are often unaware of today’s new and rapidly developing options for postsecondary education. This practical guide offers user-friendly resources, including vignettes, research summaries, and hands-on activities that can be easily implemented in the classroom and in the community and that facilitate strong collaboration between schools and families. Preparation issues such as financial aid, applying for college, and other long-term planning areas are addressed in detail. An accompanying student resource section offers materials for high school students with disabilities that secondary educators, counselors, and transition personnel can use to facilitate exploration and planning discussions. Framing higher education as a possible transition goal for all students with disabilities, Navigating the Transition from High School to College for Students with Disabilities supports the postsecondary interests of more than four million public school students with disabilities.
Download or read book Variables Affecting the Transition Process of Students with Learning Disabilities from Secondary Educational Settings to Postsecondary Educational Settings written by Emily E. Schoener and published by . This book was released on 2002 with total page 58 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Students with Disabilities in Postsecondary Education written by Laura Horn and published by DIANE Publishing. This book was released on 1999 with total page 103 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Predictors of Employment and Post secondary Education Outcomes Among Transition Age Youth with Learning Disabilities who Accessed Vocational Rehabilitation Services written by Eun Ji and published by . This book was released on 2014 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the relationships between consumer demographic/VR service variables and employment outcomes/weekly earnings/level of education for 25,218 individuals ranging from 15 to 18 years old with learning disabilities from the Rehabilitation Services Administration data in 2012. To explore predictors of employment outcomes and the level of education, the participants were randomly split for cross-validation purposes into Sample 1 and Sample 2. A separate logistic regression was run for each sample, and variables (e.g. African American, job placement, college training, and occupational training) were statistically significant in predicting successful employment outcomes. In addition, service variables including African American status, college training, and occupational training were found to be statistically significantly to predict the level of education for transition-aged youth with learning disabilities. Weekly earnings for White males and females combined were statistically higher than African American males and females combined. Suggested hypotheses and implications for practice and future research are provided.
Download or read book Self Determination written by Michael L. Wehmeyer and published by Corwin Press. This book was released on 2007-01-05 with total page 209 pages. Available in PDF, EPUB and Kindle. Book excerpt: "There is not available a more comprehensive book in the area of self-determination." —Melinda Pierson, Department of Special Education California State University, Fullerton "Unique because it provides direction for teaching and supporting self-determined behavior across all age groups and also within the general education classroom and curricula." —Marianne Mooney, Senior Research Associate TransCen, Inc., Post-Secondary Learning and Careers Give students with disabilities powerful tools for success in school and in life! Michael Wehmeyer and Sharon Field present research-proven instructional strategies that empower special needs students at all grade levels to make their own decisions. Self-Determination offers detailed and current practitioner-oriented approaches in combination with extensive teacher reproducibles—all within the context of inclusion, standards-based reform, and access to the general curriculum. Linked to the IDEA requirement for individualized transition plans, this user-friendly resource assists practitioners in teaching the skills necessary for making decisions about employment, job skills, further schooling, and independent living. Educators will discover how to: Encourage students to become their own advocates by practicing assertive behavior Use needs-assessment techniques to determine the level of instruction required for each student Teach effective choice making, problem solving, and goal setting Support both families and fellow educators in their efforts to teach self-determination skills Special education teachers, general educators, and administrators will find this handbook an invaluable guide for helping students establish their own goals and plan for a strong and healthy future!
Download or read book A Study Examining Contemporary Variables and Transitional Outcomes for Post High School Students with Disabilities in the United States written by Tereta Love and published by . This book was released on 2007 with total page 98 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Factors that Influence the Decision of Rural High School Students with Learning Disabilities to Attend Postsecondary Education written by and published by . This book was released on 2014 with total page 258 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to identify the factors that influence the decision of rural high school students identified as having learning disabilities to attend postsecondary institutions. Currently, students with a learning disability represent the largest single category of all students identified with disabilities and they also represent the largest proportion of students with disabilities who choose to attend postsecondary education. The U.S. National Council on Disabilities reports that students with disabilities in higher education represent nearly 11% of all university students compared to 89% of non-disabled peers. Moreover, less than one half of students with disabilities have indicated a desire to attend postsecondary education after high school. Evidence indicates that students from rural communities attend postsecondary education at lower rates compared to their urban and suburban peers. Research suggests that students who attend postsecondary institutions have higher levels of economic and occupational success. Prolific research has addressed the contributing factors that lead to postsecondary attendance by students with disabilities in general however, little is known about how the same factors compare specifically to students with learning disabilities from rural communities. This study explored the question: "What factors contribute to the decision of rural students with learning disabilities to attend postsecondary educational institutions?" The study employed a decision-making conceptual framework. Using a mixed methods research design, 36 surveys and 12 interviews were conducted with students with learning disabilities from rural midwestern schools regarding their postsecondary decisions. The findings from the study suggests that students with disabilities are tangentially involved in the transition process and that previously identified factors which contribute to the decision to attend postsecondary education are generally confirmed with a rural student population. However, deeper levels of participation by students, families and staff need to be promulgated to ensure that postsecondary options for students with learning disabilities are seriously considered and explored. Leadership by administrative staff is necessary to facilitate this process.
Download or read book Analysis of Evidence based Course of Study Predictors for Improving the Post school Outcomes of Post secondary Education and Employment for Students with Autism written by Carol Feldman-Sparber and published by . This book was released on 2015 with total page 129 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to conduct a secondary data analysis in order to examine the relationship of three evidence-based high school course of study predictors: (a) inclusion, (b) career and technical education, and (c) work-study experience, on the post-school outcomes for post-secondary education and employment, for a population of students with autism. Participants were selected from a sample of 5,919 students with disabilities in the state of Ohio. All students identified in the disability category of autism were included (N = 136). Results established three predictor variables for improving outcomes for post-secondary education and employment for students with autism. First, inclusion in the general education classes for at least 80% of the time was highly associated with post-school outcomes for post-secondary education. Second, academic proficiency, defined as passing all five of the Ohio graduation tests, was highly associated with post-school outcomes for post-secondary education. Finally, a work-study program was associated with positive employment outcomes. Implications for transition planning include: use of evidence-based predictors to improve post-school goals; and post-school goals should reflect a course of study that improves the odds of meeting that goal. Predictors such as inclusion or work-study programs can positively contribute to better transition planning that can improve opportunities for post-secondary education and employment.
Download or read book Post School Employment Outcomes of Students with Disabilities Served in Secondary Vocational Education written by John Lobben and published by . This book was released on 1997 with total page 720 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Transition of Secondary Students with Learning Disabilities and Post Secondary Life Opportunities written by Sheila A. Barrow and published by . This book was released on 2013 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Individual Education Plans (IEP) are mandated by law for all students with disabilities. One component of the IEP is the Transition Plan. According to research a disproportionate number of students with learning disabilities reveal that they have a disability once they reach the postsecondary level. Some researchers in the literature have supported the notion that learning to utilize opportunities through the use of self advocacy, technology, mentoring and better teacher training are some of the major areas for development of the maturity and growth of these students. Students with learning disabilities at the postsecondary level are the focus group for this research. The purpose of this research was to examine factors specifically demographic, personal and environmental, that facilitates or hinder transitioning of students with learning disabilities. An electronic survey developed by the researcher was administered to a total of 100 students with learning disabilities at city colleges in a large Midwestern city that consists of seven campuses. The survey was divided into four areas, Personal Public School Profile, The Development of the IEP and Its Use, The Development of the Transition Plan and Life After High School. A follow up interview was given to seven of the participants in order to acquire more in depth information about perceptions of their IEP and Transition Plans. Chi Square and Fisher Exact tests were conducted for any statistical significance. These test yielded no significance. But just a little over half felt that the goals set in high school were being met. The results support the point of view that with ongoing teacher training, mentoring and self advocacy these students can be more successful and better prepared for the future.
Download or read book A Case Study of School Experiences for Successful Young Adults with Learning Disabilities written by Stephanie Fullarton and published by . This book was released on 2006 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Postsecondary Choices of Students with Learning Disabilities written by Kathleen Marie Wilson and published by . This book was released on 2001 with total page 328 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Re Examining the Influence of Program Placement on the Academic Achievement of Students with Learning Disabilities written by Steven McKibbin and published by . This book was released on 2020 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study explored the relationship between several variables known to influence achievement in Canadian Grade 6 students with Learning Disabilities (LD) who received instruction in either a regular class or specialized program placement. The main independent variable was program placement while the influence of four other independent variables was explored (i.e., level of academic need; prior achievement; socioeconomic status and sex). The dependent variable was a standardized, large-scale assessment of achievement. Hierarchical multiple regression was conducted on a secondary data file in order to address the following research questions: i) Does placement in a regular or specialized program influence the educational outcomes for Grade 6 students with LD, after controlling for the influence of prior achievement in Grade 3?; ii) Is there a relationship between the sociodemographic variables of sex and/or socioeconomic status and achievement for students with LD placed in either a regular or specialized program?; and iii) What influence does the student's level of academic need have on achievement, beyond program placement, and after controlling for the influence of the other variables in the model? Results revealed that the variables of program placement and prior achievement were significant predictors of scholastic success only when the level of academic need variable was not taken into account. When the follow-up analysis focused on a relatively matched group of students with similar academic need, none of the predictors in the regression model significantly influenced achievement -- including program placement. These results provide important insight into the nuanced relationship of the ecological variables known to affect learning in students with LD placed in regular or specialized programs for instruction. Implications are discussed for stakeholders in Ontario's public education system in terms of the optimum service delivery model for students with LD, and the inclusive education debate in Canada and abroad.
Download or read book Evaluating Long term Outcomes for Students with Learning Disabilities written by Alyssa Kaye Gilden and published by . This book was released on 2014 with total page 156 pages. Available in PDF, EPUB and Kindle. Book excerpt: Within the last few decades there has been a push to identify students who have or who are at-risk for learning disabilities as early as possible. Much of this recent focus is related to research showing the positive long-term benefits of early education for the general population and children in poverty, as well as to educational theory about early educational interventions. However, little to no research has been conducted on the long-term effects of age of first service provision for students with learning disabilities. Whether students with learning disabilities are doing better academically in high school or graduating high school at higher rates based on when they are identified or when they received services is yet to be known. This study analyzed data collected from families and schools for 2,000 youth with learning disabilities from the National Longitudinal Transition Study 2 (NLTS2), a study that investigated a nationally representative sample of approximately 12,000 students with disabilities. The present study used latent variable structural equation modeling (SEM) to investigate the effects of age of first service provision on high school educational achievement and high school graduation in order to better understand the long-term effects of the age of intervention for students with learning disabilities. Contrary to what was hypothesized, the age a student first received services for a learning disability did not statistically significantly affect his or her grades in high school or likelihood of graduating from high school. The age a student first received services for a learning disability was statistically significantly and positively related to standardized achievement tests in high school; however, the direction of causation was counter to what was hypothesized. Students who received services at a later age performed better on high school standardized achievement tests. An important limitation of these data is that measures of a student's cognitive abilities or the severity of a student's learning disability were not available for use in these analyses. Further limitations and possible implications of these findings are discussed.
Download or read book Postsecondary Education and Transition for Students with Learning Disabilities written by Loring Cowles Brinckerhoff and published by . This book was released on 2002 with total page 614 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Educating One and All written by National Research Council and published by National Academies Press. This book was released on 1997-06-27 with total page 305 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the movement toward standards-based education, an important question stands out: How will this reform affect the 10% of school-aged children who have disabilities and thus qualify for special education? In Educating One and All, an expert committee addresses how to reconcile common learning for all students with individualized education for "one"â€"the unique student. The book makes recommendations to states and communities that have adopted standards-based reform and that seek policies and practices to make reform consistent with the requirements of special education. The committee explores the ideas, implementation issues, and legislative initiatives behind the tradition of special education for people with disabilities. It investigates the policy and practice implications of the current reform movement toward high educational standards for all students. Educating One and All examines the curricula and expected outcomes of standards-based education and the educational experience of students with disabilitiesâ€"and identifies points of alignment between the two areas. The volume documents the diverse population of students with disabilities and their school experiences. Because approaches to assessment and accountability are key to standards-based reforms, the committee analyzes how assessment systems currently address students with disabilities, including testing accommodations. The book addresses legal and resource implications, as well as parental participation in children's education.
