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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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Wehmeyer, Michael L.; Nota, Laura; Soresi, Salvatore; Shogren, Karrie A.; Morningstar, Mary E.; Ferrari, Lea; Sgaramella, Teresa Maria; DiMaggio, Ilaria – Career Development and Transition for Exceptional Individuals, 2019
The field of transition--and the Division on Career Development and Transition (DCDT)--was built upon a foundation established by theories of career development that emerged in the 1950s and 1960s and paved the way for the work/study movement of the 1960s and the vocational and career education for students with disabilities movement that…
Descriptors: Career Development, Transitional Programs, Self Determination, Decision Making
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Schwartz, Rachel J.; Robertson, Rachel E. – Career Development and Transition for Exceptional Individuals, 2019
Adults with intellectual disabilities (ID) struggle to gain access to sexual knowledge and experiences. Sexual knowledge increases opportunities for intimacy and positive sexual identities as well as decreases the risk of victimization. This review evaluated the extant literature on sexual education programs for adults with ID. Six studies met…
Descriptors: Sex Education, Adults, Intellectual Disability, Program Effectiveness
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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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Francis, Grace L.; Regester, April; Reed, Alexandra S. – Career Development and Transition for Exceptional Individuals, 2019
Parent involvement and parent-professional collaboration influence positive transitions from school into adult life among young adults with disabilities. However, parents frequently report being uninformed and uninvolved in transition planning and there is a paucity of information on how to develop these relationships in high school and…
Descriptors: Young Adults, Disabilities, Parent Participation, Parent Attitudes
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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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Gushanas, Christina M.; Thompson, Julie L. – Career Development and Transition for Exceptional Individuals, 2019
Research indicates that employers rate personal hygiene as the number one barrier to employment among individuals with developmental disabilities. However, there is limited literature on improving personal hygiene in preparation for employment among individuals with developmental disabilities. Using a multiple-baseline across-participants design,…
Descriptors: Hygiene, Barriers, Developmental Disabilities, Self Management
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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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Bross, Leslie Ann; Zane, Thomas L.; Kellems, Ryan O. – Career Development and Transition for Exceptional Individuals, 2019
Preparing secondary students with autism spectrum disorder (ASD) for a variety of potential professions is important to enhance their postsecondary employment outcomes. This article provides step-by-step guidelines for practitioners to use video modeling interventions to develop the customer service skills of students with ASD who are employed or…
Descriptors: Job Skills, Skill Development, Job Training, Helping Relationship
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Seaman, Rachel L.; Cannella-Malone, Helen I.; Brock, Matthew E.; Dueker, Scott A. – Career Development and Transition for Exceptional Individuals, 2018
Researchers have previously shown that video prompting can promote vocational skill acquisition for students with autism, and in a prior study, we demonstrated a model to train a paraprofessional to implement this practice. In this study, we evaluated (a) the degree to which the paraprofessional generalized implementation to new students and…
Descriptors: Instructional Effectiveness, Paraprofessional Personnel, Teaching Methods, Autism
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Keel, Joanna Mossmond; Cushing, Lisa Sharon; Awsumb, Jessica M. – Career Development and Transition for Exceptional Individuals, 2018
This study explored perspectives about the desired components of adult life for 12th-grade Latino students with learning disabilities, their parents, and special education teachers. Focus groups and individual interviews were used to understand the similarities and differences in post-school visions and expectations among participants. Five…
Descriptors: Hispanic American Students, Learning Disabilities, Focus Groups, Special Education Teachers
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Kearney, Kelly B.; Dukes, Charles – Career Development and Transition for Exceptional Individuals, 2018
Microenterprises in the classroom provide a unique way to incorporate academic goals within transitional skill instruction for students with developmental disabilities. The purpose of this article is to discuss how the principles of microenterprises can be used by classroom teachers to practice these skills as well as an overview of how to create…
Descriptors: Small Businesses, Developmental Disabilities, Skill Development, High School Students
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Haines, Shana J.; Francis, Grace L.; Shepherd, Katharine G.; Ziegler, Meg; Mabika, Goma – Career Development and Transition for Exceptional Individuals, 2018
The McGill Action Planning System (also referred to as Making Action Plans or MAPS) is a supportive, strengths-based process that enables teams to understand each other and work together to support students in achieving their dreams. This process can work very well with all transitioning students with disabilities and their families, including…
Descriptors: Disabilities, Individualized Transition Plans, Planning, Family School Relationship
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