Although entry into the world of work is a prominent marker postschool success in United States, students with severe disabilities often leave high school without skills, experiences, and supports that lead to meaningful employment. The authors examined extent which an array student, family, factors was associated employment during 2 years following school. Having held paid, community-based job while still strongly correlated success. In addition, being male having more independence...

In this article, we examine similarities and differences in the academic, social, behavioral skills of high school students with emotional disturbances (ED) learning disabilities (LD). Two groups ED ( n = 45) LD 49) were compared on nine measures behavioral, social domains using multivariate procedures. Results indicated that there significant characteristics these students, seven original variables differentiating group membership. general, adolescent exhibited higher levels competence...

This study examined the self-determination of adolescents with emotional disturbance (ED) and learning disabilities (LD) from perspectives special educators, parents, students themselves. Differences in ratings were associated both disability group respondent. Specifically, ED found to have lower than LD, most pronounced differences evident teacher perspective. Furthermore, identified infrequent opportunities at school home for engaging self-determined behavior, whereas educators parents...

The authors queried 313 paraprofessionals working in 77 elementary, middle, and high schools about (a) the contexts within which they support students with disabilities, (b) their knowledge core competencies educating these students, (c) job-related tasks perform most frequently, (d) perceived ability to effectively, (e) need for further training across task areas. found that worked a broad range of multiple types classrooms varied instructional contexts. Although reported moderate levels...

Peer support interventions are emerging as an effective alternative to traditional paraprofessional models for assisting students with moderate severe disabilities access the general curriculum. To contribute refinement of peer interventions, we evaluated impact altering number participating peers on social and academic outcomes without disabilities. Our findings indicated that changes in configuration arrangements differentially affected student outcomes. Specifically, higher levels...

This article provides an overview of promising essential elements for fostering vocational success among students with high‐functioning autism spectrum disorders (HFASDs) by drawing literature from the fields school‐to‐work transition post‐secondary and rehabilitation individuals disabilities. We highlight seven important high‐quality services, including (a) individualized, strengths‐based services supports; (b) positive career development early work experiences; (c) meaningful collaboration...

This article presents findings from a study of the reliability and validity Student Risk Screening Scale for use with high school students ( N = 674). Results revealed internal consistency, test—retest stability, interrater reliability, convergent Strengths Difficulties Questionnaire . Predictive was established across two academic years, at low risk antisocial behavior differentiated on behavioral (office discipline referrals [ODR]) variables (grade point average [GPA]) moderate levels...

Enhancing the social and learning experiences of students with severe disabilities in inclusive classrooms has been a long-standing focus research, legislative, advocacy efforts. The authors used randomized controlled experimental design to examine efficacy peer support arrangements improve academic outcomes for 51 high school general education classrooms. Paraprofessionals or special educators recruited, trained, supported 106 peers provide individualized assistance throughout one semester....

Abstract The early work experiences of a nationally representative sample youth with severe disabilities (i.e., intellectual disabilities, autism, multiple disabilities) were examined. Using data from the National Longitudinal Transition Study-2, we explored extent to which various student-, family-, school-, and community-level factors associated paid during high school. Findings highlight elusiveness for many call attention malleable that may play role in shaping employment success...

We examined the peer interactions and academic engagement of 23 middle high school students with developmental disabilities within inclusive elective classrooms. The extent to which without interacted socially was highly variable influenced by instructional format, proximity general special educators, curricular area. Peer occurred more often small group formats, when were not receiving direct support from a paraprofessional or educator, in courses. Academic also varied, higher levels...

Recent developments in policy and practice have emphasized the importance of promoting self-determination supporting access to general curriculum for youth with disabilities. To understand how these trends align, we examined efforts 340 special educators promote student high school classrooms. Educators attached considerable providing instruction skills related reported addressing moderate frequency their Although opportunities students disabilities learn that were be available across...

Abstract The purpose of this study was to explore the naturally occurring social interactions for students with disabilities who use augmentative and alternative communication (AAC) in general education classrooms. We observed 16 used AAC received services under categories autism or intellectual disability. Participants primarily interacted their support personnel infrequently conversed peers despite often being close proximity. Few interaction episodes were initiated by AAC, initiations...

Improving educational outcomes for students with autism and intellectual disability requires delivering services supports marked by evidence-based practices. We surveyed 535 special educators of and/or about (a) their implementation 26 instructional practices, (b) recent access to training resources on those (c) the factors they consider when deciding which practices use, (d) importance place various areas (e.g., social skills, reading), (e) preparedness provide that instruction. Although...

Preparing teachers to implement evidence-based practices for students with autism spectrum disorder (ASD) is a pressing need. We surveyed 456 and administrators in southern state about professional development related educating ASD. Specifically, we were interested confidence implementation of practices, interest accessing training on these topics, perceived benefit different avenues development, avenues. Overall, not very confident their ability address important issues Surprisingly, lower...

Recognizing the prominent role of parents in supporting their children with intellectual and developmental disabilities (IDD), improving quality life for these families is an essential endeavor. While much attention has focused on experiences younger IDD, little known about family (FQOL) among transition-age youth young adults. We examined FQOL ratings 425 a child between 13-21 years age disability or autism to understand factors that may shape it. Overall satisfaction was somewhat high this...

This article addresses some of the key considerations and complexities associated with intervening to address social competence peer relationships adolescents autism spectrum disorder (ASD) in middle high school settings. First, we provide a brief overview context during adolescence for all students. Next, highlight particular challenges ASD. Then, discuss potential school-based intervention pathways that appear particularly responsive these contexts challenges. Finally, offer several...

Effective vocational instruction is an essential aspect of preparing students with intellectual and developmental disabilities (IDD) for the world work. We systematically reviewed research on instructional methods used to teach employment skills secondary IDD. identified 56 studies involving 766 participants Four intervention approaches emphasized technology or some other stimulus (i.e., self-management devices, video-based, audio-based, picture tactile-based) four focused live instructors...

The role of research in transition education has been prominent and influential. Yet too many young people with disabilities are still not experiencing outcomes aligned their personal aspirations priorities. Moreover, individuals continue to experience barriers employment, educational, economic, other challenges well into adulthood. Moving forward as a field will require continued investment strong scholarship careful consideration new areas inquiry. In this article, we present framework for...

Abstract All families, including those impacted by disability, desire and deserve opportunities for high quality of life. This study focused on family life (FQOL) among 529 parents with children or adults intellectual disability (ID). Parents reported moderate to levels FQOL satisfaction, some variability across domains. We conducted hierarchical linear regression analyses examine associations and: (1) individual demographic factors, (2) religiosity/spirituality (3) relationship factors....

Research indicates that peer interaction can have a substantial impact on the lives of adolescents with disabilities. However, social among intellectual disabilities and their general education peers typically occurs infrequently in secondary schools. This paper provides critical analysis twenty-six empirical interventions aimed at promoting middle high school settings. Findings are analyzed regard to intervention components; student characteristics; settings; measures interaction;...

Promoting access to the general curriculum for students with disabilities has emerged as a central theme of recent legislative and policy initiatives. Ensuring that severe benefit fully from myriad learning social opportunities available through remains an important challenge, particularly at secondary level. We discuss peer support interventions, form peer-mediated intervention, effective approach engaging youth more meaningfully in curriculum, well promoting academic success classmates...

Increasing the participation of youth with severe disabilities in general education has remained a consistent and prominent focus legislative, policy, research initiatives. We examined perceptions high school staff regarding goals, barriers, benefits, outcomes, supports associated including adolescents classes. found that special educators, paraprofessionals, administrators both converged diverged their evaluations different aspects participation. Despite broad agreement benefits...

Current research and policy emphasize providing students with severe disabilities the supports needed to participate socially academically within inclusive classrooms. The authors examined efficacy acceptability of peer support arrangements as an avenue for promoting participation 3 in high school general education In addition, they specific received from their peers individually assigned paraprofessionals throughout semester. Increases interaction were evident all partners able provide...