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Gothberg, June E.; Greene, Gary; Kohler, Paula D. – Career Development and Transition for Exceptional Individuals, 2019
Post-school outcomes are poor for youth with disabilities, in general, but even more discouraging for certain subpopulations of individuals with disabilities, particularly those from culturally and linguistically diverse (CLD) backgrounds. The authors discuss structural inequalities in public schools which potentially contribute to the poorer…
Descriptors: Evidence Based Practice, Best Practices, Transitional Programs, Planning
Shogren, Karrie A.; Wehmeyer, Michael L.; Little, Todd D.; Forber-Pratt, Anjali J.; Palmer, Susan B.; Seo, Hyojeong – Career Development and Transition for Exceptional Individuals, 2017
The purpose of this article is to describe preliminary psychometric characteristics of a student self-report measure of self-determination, the "Self-Determination Inventory: Student Report" version (SDI-SR), designed for youth with and without disabilities. We administered the draft assessment to 311 youth and examined item functioning…
Descriptors: Construct Validity, Test Reliability, Scores, Psychometrics
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Mazzotti, Valerie L.; Plotner, Anthony J. – Career Development and Transition for Exceptional Individuals, 2016
Inadequate transition outcomes for youth with disabilities have produced a call for enhanced transition service delivery that includes implementation of evidence-based practices (EBPs). However, research indicates transition service providers still lack the knowledge and skills to effectively implement EBPs to ensure youth with disabilities…
Descriptors: Evidence Based Practice, Individualized Transition Plans, Disabilities, Program Implementation
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Van Laarhoven-Myers, Traci E.; Van Laarhoven, Toni R.; Smith, Thomas J.; Johnson, Heather; Olson, Justin – Career Development and Transition for Exceptional Individuals, 2016
Despite the Individuals With Disabilities Education Act's (IDEA) mandates for student involvement in the Individualized Education Program (IEP) process, several researchers have demonstrated limited student participation. One method for encouraging self-advocacy and active IEP participation is to teach students to communicate their hopes, dreams,…
Descriptors: Individualized Education Programs, Self Advocacy, Student Participation, Technology Uses in Education