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Love, Matthew L.; Baker, Joshua N.; Devine, Stephanie – Career Development and Transition for Exceptional Individuals, 2019
As college becomes an increasingly important prerequisite for employment, it is important that all students have access to postsecondary education (PSE). The passage of the Higher Education Opportunity Act has provided students with intellectual disability (ID) a pathway to college, though some barriers in this transition still exist. This article…
Descriptors: Intellectual Disability, Access to Education, College Students, Inclusion
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Heider, Amy E.; Cannella-Malone, Helen I.; Andzik, Natalie R. – Career Development and Transition for Exceptional Individuals, 2019
Efficient vocational skills instruction is needed to meet the needs of a growing number of job seekers with intellectual and developmental disabilities (IDD). This study examined the effects of self-directed video prompting used to teach transition-age students with IDD chained vocational tasks. A multiple probe design across behaviors was…
Descriptors: Video Technology, Prompting, Independent Study, Job Skills
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Newman, Barbara M.; Kimball, Ezekiel W.; Vaccaro, Annemarie; Moore, Adam; Troiano, Peter F. – Career Development and Transition for Exceptional Individuals, 2019
The sense of purpose, which directs and motivates goal attainment, is associated with health and happiness as students make transitions from high school to college and work. Despite its importance for student well-being, little empirical work has addressed the development of purpose among students with disabilities. This article expands on a model…
Descriptors: College Students, Students with Disabilities, Goal Orientation, Individual Development
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Achola, Edwin Obilo – Career Development and Transition for Exceptional Individuals, 2019
Translating multicultural research and theory into practices that improve transition outcomes for all children especially, youth who come from predominantly culturally and ethnically diverse (CED) communities, remains a substantial challenge for career transition specialists (CTSs) today. The purpose of this article was to consider the state of…
Descriptors: Multicultural Education, Transitional Programs, Minority Group Students, Students with Disabilities
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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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Carter, Erik W.; Gustafson, Jenny R.; Mackay, Michael M.; Martin, Kaitlyn P.; Parsley, Misty V.; Graves, Jennifer; Day, Tammy L.; McCabe, Lauren E.; Lazarz, Hannah; McMillan, Elise D.; Schiro-Geist, Chrisann; Williams, Maurice; Beeson, Tom; Cayton, John – Career Development and Transition for Exceptional Individuals, 2019
Although peer mentors play a prominent role in supporting higher education experiences for people with intellectual and developmental disabilities (IDD), little is known about these college students and the factors leading to their decision to become involved in this particular experience. We examined the motivations, experiences, and expectations…
Descriptors: Student Motivation, Expectation, Inclusion, Higher Education
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Hagiwara, Mayumi; Palmer, Susan B.; Hancock, Christine L.; Shogren, Karrie A. – Career Development and Transition for Exceptional Individuals, 2019
Strong family--school partnerships are crucial throughout K--12 education as they enable the development and implementation of meaningful educational programs for students with disabilities. This is especially true during transition planning. In many families, youth with disabilities have siblings that are a core part of the family unit, are…
Descriptors: Siblings, Role, Family School Relationship, Elementary Secondary Education
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Whittenburg, Holly N.; Sims, Katie A.; Wehman, Paul; Walther-Thomas, Christine – Career Development and Transition for Exceptional Individuals, 2019
High school work experience is a predictor of postsecondary employment success for youth with intellectual and developmental disabilities (IDD). Developing integrated work experiences often requires schools to partner with local businesses; yet, secondary special education transition teams may not have prior experience or preparation in this type…
Descriptors: Students with Disabilities, High School Students, Intellectual Disability, Developmental Disabilities
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Alverson, Charlotte Y.; Yamamoto, Scott H. – Career Development and Transition for Exceptional Individuals, 2019
We conducted an exploratory descriptive qualitative study on extant data of responses to the state's open-ended question from their annual post-school outcomes survey: "If you could tell your school one thing, what would you tell them (make a suggestion to help better prepare current students for life after high school)?" Respondents…
Descriptors: High School Graduates, Alumni, Student Attitudes, Educational Attitudes
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Kellems, Ryan O.; Cacciatore, Giulia; Osborne, Kaitlyn – Career Development and Transition for Exceptional Individuals, 2019
A basic understanding of math, numeracy, and related concepts are critical skills for functioning independently in society. Individuals with disabilities often struggle with basic math, which impedes their ability for independent living. Augmented reality (AR), which builds on the evidence-based principles of video modeling, is a promising…
Descriptors: Computer Simulation, Teaching Methods, Mathematics Instruction, Secondary School Students
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Cmar, Jennifer L.; McDonnall, Michele C. – Career Development and Transition for Exceptional Individuals, 2019
Early work experiences predict future employment for youth with visual impairments, particularly when youth find jobs independently, but research has not supported the efficacy of sponsored work for this population. The most effective work experience programs include additional components such as job search assistance, and job search interventions…
Descriptors: Job Search Methods, Program Effectiveness, Youth, Visual Impairments
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Palmer, Susan B.; Wehmeyer, Michael L.; Shogren, Karrie A.; Williams-Diehm, Kendra L.; Soukup, Jane H. – Career Development and Transition for Exceptional Individuals, 2012
Students with intellectual disability are often served in community-based services to promote effective adult outcomes in employment, community inclusion, and independent living (Gaumer, Morningstar & Clark (2004). "Beyond High School" (Wehmeyer, Garner, Lawrence, Yeager, & Davis, 2006), a multi-stage model to promote student…
Descriptors: Program Evaluation, Models, Self Determination, Students with Disabilities
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Joshi, Gauri S.; Bouck, Emily C.; Maeda, Yukiko – Career Development and Transition for Exceptional Individuals, 2012
Employment is an important postschool goal for students with mild intellectual disability; yet, results for this particular population are often not disaggregated from other disability categories. In this study, data from the National Longitudinal Transition Study-2 (NLTS2) were used to explore the extent to which students with mild intellectual…
Descriptors: Mild Intellectual Disability, Career Readiness, Transitional Programs, Employment Level
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Lindstrom, Lauren; Harwick, Robin M.; Poppen, Marcus; Doren, Bonnie – Career Development and Transition for Exceptional Individuals, 2012
Young women with disabilities face multiple barriers in making the transition from high school to meaningful careers. This study used focus groups and individual interviews with high school girls with disabilities, college women with disabilities, high school special education teachers, school administrators and employers to examine career…
Descriptors: Gender Differences, Career Development, Females, High School Students
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Solberg, V. Scott; Howard, Kimberly; Gresham, Stephen; Carter, Erik – Career Development and Transition for Exceptional Individuals, 2012
Although fostering self-determination has emerged as a central element of recommended and evidence-based transition practices for adolescents with disabilities, few studies have examined the paths through which students develop the skills and dispositions that can enhance their self-determination and successful transitions. The authors used path…
Descriptors: Learning Experience, Self Determination, Academic Achievement, Students with Disabilities
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