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Showing 1 to 15 of 18 results Save | Export
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Rivera, Christopher J.; Wood, Charles L.; James, Morgan; Williams, Sarah – Career Development and Transition for Exceptional Individuals, 2019
Over the past decade, there has been an increase in postsecondary programs seeking to meet the needs of students with high incidence disabilities (e.g., learning disability, attention deficit hyperactivity disorder [ADHD]). Many of these students experience difficulties with executive functioning, that is, effectively applying problem-based…
Descriptors: Outcomes of Education, College Students, Executive Function, Goal Orientation
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Gary, Kelli W.; Sima, Adam; Wehman, Paul; Johnson, Khalilah R. – Career Development and Transition for Exceptional Individuals, 2019
Related services were examined for 1,400 racial/ethnic transitioning minorities enrolled in the National Longitudinal Transition Study--2 database after adjusting for demographic and socioeconomic variables. Propensity methods balanced minorities (32%) and nonminorities (68%) on demographic and socioeconomic factors. Logistic regressions…
Descriptors: Minority Group Students, Ethnic Groups, Disabilities, Longitudinal Studies
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Morningstar, Mary E.; Hirano, Kara A.; Roberts-Dahm, L. Danielle; Teo, Natalie; Kleinhammer-Tramill, P. Jeannie – Career Development and Transition for Exceptional Individuals, 2018
Almost two decades since the last study of how educator preparation programs (EPPs) offer transition-related content to preservice teachers, this study sought to understand if the educator preparation landscape has changed. Given the impact of well-prepared secondary educators on student transition outcomes, reexamining the status of…
Descriptors: Preservice Teacher Education, Preservice Teachers, Transitional Programs, Content Analysis
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Balcazar, Fabricio E.; Awsumb, Jessica; Dimpfl, Shawn; Langi, F. L. Fredrik G.; Lara, Jazmin – Career Development and Transition for Exceptional Individuals, 2018
This study describes an intervention developed to implement several best transition practices with a high risk/high need population. In all, 116 students with disabilities from a charter school for dropouts participated. All students were interviewed at different points in time to track their progress as they completed the program. Records of…
Descriptors: Dropout Programs, Continuation Students, Minority Group Students, Youth Programs
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Zirkel, Perry A. – Career Development and Transition for Exceptional Individuals, 2018
Starting with a constructive critique of legal articles in special education journals concerning transition services under the Individuals With Disabilities Education Act (IDEA), this article presents an empirical analysis of relevant judicial rulings for the period 1990-2016 that shows a prevailing prodistrict approach that is not otherwise…
Descriptors: Transitional Programs, Educational Legislation, Disabilities, Equal Education
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Alverson, Charlotte Y.; Yamamoto, Scott H. – Career Development and Transition for Exceptional Individuals, 2017
Research has consistently documented poor employment outcomes for young adults with autism spectrum disorder (ASD). Vocational rehabilitation (VR) services provide substantial federal and state commitments to individuals with disabilities to obtain and maintain employment. To date, little research has examined the relationship between VR services…
Descriptors: Employment Patterns, Outcomes of Education, Education Work Relationship, Vocational Rehabilitation
McConnell, Amber E.; Martin, James E.; Herron, Jason P.; Hennessey, Maeghan N. – Career Development and Transition for Exceptional Individuals, 2017
Gender differences have been found in post-school outcomes of students with disabilities, yet these differences are rarely examined. To determine whether male and female high school students with disabilities scored differently in non-academic behaviors known to affect post-school education and employment measured by the Transition Assessment and…
Descriptors: Gender Differences, High School Students, Disabilities, Scores
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Pleet-Odle, Amy; Aspel, Nellie; Leuchovius, Deborah; Roy, Sean; Hawkins, Connie; Jennings, Debra; Turnbull, Ann; Test, David W. – Career Development and Transition for Exceptional Individuals, 2016
Parental expectations (having high expectations for their children) and parental involvement (having parents as active and knowledgeable participants in transition planning) have been identified as evidence-based predictors of improved postschool outcomes for students with disabilities. However, little is known about how education professionals…
Descriptors: Success, Parent Aspiration, Outcomes of Education, Disabilities
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Skaff, Laura F.; Kemp, Jennifer N.; Sternesky McGovern, Laura A.; Fantacone, Julia M. – Career Development and Transition for Exceptional Individuals, 2016
The purpose of this study was to gather information from educators and parents on their perceptions of the effectiveness of Individualized Learning Plans (ILPs) in assisting students with disabilities in gaining the experiences needed to develop college and career readiness skills. Results from focus groups and surveys of 1,117 parents and 484…
Descriptors: Teacher Attitudes, Parent Attitudes, Disabilities, College Readiness
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Mazzotti, Valerie L.; Rowe, Dawn A.; Sinclair, James; Poppen, Marcus; Woods, William E.; Shearer, Mackenzie L. – Career Development and Transition for Exceptional Individuals, 2016
The purpose of this systematic review was to (a) systematically review the literature to identify National Longitudinal Transition Study-2 secondary analyses articles published since 2009 that met the quality indicators for correlational research, (b) further extend the findings of Test et al. by identifying additional evidence to support the…
Descriptors: Predictor Variables, Success, Literature Reviews, Longitudinal Studies
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Wagner, Mary M.; Newman, Lynn A.; Javitz, Harold S. – Career Development and Transition for Exceptional Individuals, 2014
Using data from the National Longitudinal Transition Study-2, this study considers (a) the extent to which the socioeconomic status (SES) of youth with disabilities predicted their likelihood of high school graduation, postsecondary education enrollment, and employment; (b) the extent to which other individual and family factors mediated the…
Descriptors: Socioeconomic Status, Disabilities, Predictor Variables, High School Students
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Gaumer Erickson, Amy S.; Noonan, Patricia M.; Brussow, Jennifer A.; Gilpin, Barb J. – Career Development and Transition for Exceptional Individuals, 2014
Since the revision of Individuals With Disabilities Education Act (IDEA) in 2004, experts and service providers have been operating on the untested assumption that State Performance Plan Indicator 13 (transition Individualized Education Program [IEP] compliance) is a precursor to Indicator 14 (student outcomes of engagement in postsecondary…
Descriptors: Disabilities, Federal Legislation, Educational Legislation, Individualized Education Programs
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Gerber, Paul J.; Batalo, Cecilia G.; De Arment, Serra T. – Career Development and Transition for Exceptional Individuals, 2014
Indicator 14 is a federal accountability initiative that attempts to generate data on the outcomes of students with disabilities 1 year after leaving high school. Currently, there are only two areas, postsecondary education/training and employment, mandated for examination. Ultimately, the data are used to develop specific goals for 6-year State…
Descriptors: Disabilities, Accountability, Outcomes of Education, Data Collection
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Rojewski, Jay W.; Lee, In Heok; Gregg, Noel – Career Development and Transition for Exceptional Individuals, 2014
A longitudinal sample from the Educational Longitudinal Study of 2002 was used to determine differences in work outcomes between (a) individuals with learning disabilities or emotional-behavior disorders and (b) individuals with or without disabilities. Twelve factors were arranged into individual, family, school-peer, and community categories.…
Descriptors: Adolescents, Longitudinal Studies, Learning Disabilities, Emotional Disturbances
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Hughes, Carolyn – Career Development and Transition for Exceptional Individuals, 2013
Living in poverty increases the likelihood that students with disabilities will experience poor postschool outcomes, including unemployment, underemployment, and limited postsecondary education. The effects of the intersection of poverty and disability persist into adulthood where the employment rate for adults with disabilities is only one fourth…
Descriptors: Poverty, Disabilities, Social Differences, Employment Potential
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