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Operationalizing Predictors of Postschool Success in Secondary Transition: A Delphi Study 中学毕业后成功过渡的预测因素的操作化:德尔菲研究
IF 3.3 3区 教育学 Q2 EDUCATION, SPECIAL Pub Date : 2024-09-19 DOI: 10.1177/21651434241271408
Charlotte Y. Alverson, Kyle Reardon, Christina D. Howard, Gerrit Wiebe, Catherine H. Fowler, Dawn A. Rowe, Valerie L. Mazzotti
To improve postschool outcomes for students with disabilities, research in secondary transition has increasingly aimed to identify in-school experiences that contribute to positive outcomes after high school. Although research on postschool success for this population has recently identified seven new predictors, operational definitions and essential program characteristics remain missing. Therefore, the purpose of this Delphi study was to operationally define the seven newest predictors of postschool success in secondary transition and identify their essential program characteristics. Experts in the field of secondary transition reached consensus on an operational definition and a set of essential program characteristics for each of the seven newest predictors of postschool success. These definitions and essential program characteristics provide additional information needed to develop, implement, and evaluate effective secondary transition programs. Moreover, these results continue to move research to practice in meaningful and actionable ways. Suggestions for further research and implications are discussed.
为了改善残疾学生的学后成果,中学过渡教育研究越来越多地着眼于确定有助于高中毕业后取得积极成果的校内经历。尽管针对这一群体校后成功的研究最近发现了七个新的预测因素,但仍缺少可操作的定义和基本的项目特征。因此,本德尔菲研究的目的是对中学升学成功的七个最新预测指标进行操作性定义,并确定其基本计划特征。中学升学领域的专家们就七个最新的成功升学预测指标的操作定义和基本项目特征达成了共识。这些定义和基本项目特征为制定、实施和评估有效的中学过渡项目提供了更多必要的信息。此外,这些结果继续以有意义和可操作的方式将研究推向实践。本文还讨论了进一步研究的建议和意义。
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引用次数: 0
Mixed Methods Research in Secondary Transition: A Systematic Literature Review 中学过渡时期的混合方法研究:系统文献综述
IF 3.3 3区 教育学 Q2 EDUCATION, SPECIAL Pub Date : 2024-08-30 DOI: 10.1177/21651434241268003
Elisabeth L. Kutscher, Valerie L. Mazzotti, Sara L. McDaniel, Wen Zeng, Kyle Reardon, Jennifer L. Bumble, Ashley Voggt, Ryan Harris
A main goal of secondary transition is to prepare and empower all students to pursue their goals after completing high school. Mixed methods research, which integrates qualitative and quantitative approaches, can provide insights into secondary transition experiences and outcomes for secondary youth with disabilities. Although mixed methods research may inform transition planning, practice, and services, little is known about the application of mixed methods research in the field of secondary transition. This systematic literature review examined the application of mixed methods approaches across 39 peer-reviewed articles focused on secondary transition research. Emphasis was placed on the recent scope of mixed methods research in secondary transition and the quality assessment of methods used in included studies. The results indicated mixed methods research focuses on a range of transition predictors and outcomes. However, quality assessment of included articles revealed that quality indicators were inconsistently applied, with few articles meeting items that were unique to mixed methods approaches. Recommendations for the application of mixed methods within the field of secondary transition are discussed along with suggestions and implications for future research, policy, and practice.
中学过渡的一个主要目标是让所有学生做好准备,并增强他们的能力,以便在完成高中学业后追求自己的目标。混合方法研究将定性和定量方法结合起来,可以深入了解残疾中学生的中学过渡经历和结果。尽管混合方法研究可以为过渡规划、实践和服务提供信息,但人们对混合方法研究在中学过渡领域的应用知之甚少。本系统性文献综述考察了 39 篇同行评审文章中混合方法的应用情况,这些文章主要关注中学过渡研究。重点是中学过渡时期混合方法研究的最新范围以及对所纳入研究中使用的方法进行的质量评估。结果表明,混合方法研究侧重于一系列过渡预测因素和结果。然而,对所纳入文章的质量评估显示,质量指标的应用并不一致,很少有文章符合混合方法所特有的项目。本文讨论了在中学过渡领域应用混合方法的建议,以及对未来研究、政策和实践的建议和影响。
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引用次数: 0
Getting Around the Community: Qualitatively Exploring the Transportation Experiences of Adults With Intellectual and Developmental Disabilities 环游社区:定性探索智力和发育障碍成人的交通体验
IF 3.3 3区 教育学 Q2 EDUCATION, SPECIAL Pub Date : 2024-08-29 DOI: 10.1177/21651434241270060
Gwendolyn C. Carey, Kelly B. Kearney, Angelica R. Downey, Brianna J. Miller
Transportation is a necessity in adult life. Qualitative literature regarding the usability of transportation to travel freely within the community (e.g., school, work, leisure activities) is widely circulated; however, information regarding transportation needs and barriers specifically faced by individuals with an intellectual and developmental disabilities (IDD) is limited. This study discusses the accessibility and usability of transportation avenues for individuals with IDD. Young adults with IDD ( n = 9) explored their transportation experiences of accessing specialized public transportation (paratransit), ride-share, and personal vehicles independently. Researchers used a multiple-case study design to analyze interviews, observations, and document reviews. Results indicated the importance of teaching, maintaining, and generalizing transportation skills. Limitations and implications for research and practice are discussed.
交通是成人生活的必需品。有关在社区内自由出行(如上学、工作、休闲活动)的交通可用性的定性文献广为流传;然而,有关智力和发育障碍(IDD)患者的交通需求和所面临障碍的具体信息却很有限。本研究探讨了 IDD 患者的交通途径的可达性和可用性。患有 IDD 的年轻成年人(n = 9)探讨了他们独立使用专业公共交通(准公共交通)、共乘和个人车辆的交通体验。研究人员采用多案例研究设计对访谈、观察和文件审查进行了分析。结果表明,教授、保持和普及交通技能非常重要。本文讨论了研究和实践的局限性和影响。
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引用次数: 0
From the Editors 编辑的话
IF 3.3 3区 教育学 Q2 EDUCATION, SPECIAL Pub Date : 2024-07-30 DOI: 10.1177/21651434241262172
Valerie Mazzotti, Allison Lombardi
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引用次数: 0
The Importance of Network Intentionality: Examining Predictors of Interagency Collaboration for Secondary Special Educators 网络意图的重要性:研究中等特殊教育工作者机构间合作的预测因素
IF 3.3 3区 教育学 Q2 EDUCATION, SPECIAL Pub Date : 2024-07-26 DOI: 10.1177/21651434241261316
Jennifer L. Bumble, Sheida K. Raley, Elizabeth E. Biggs, Kelli A. Sanderson, Evan E. Dean, Karrie A. Shogren
Interagency collaboration (IAC) is mandated by federal legislation and is a well-established best practice in the transition literature. At the same time, there is limited research that examines the predictors of greater IAC, and the breadth of partners that secondary special educators collaborate with across school systems, service systems, and communities to support the transition process. Using a quantitative survey of 376 secondary special educators in a Midwestern state, we examined their IAC practices by documenting the characteristics of their social networks (i.e., diversity, communication patterns, and supports exchanged). Furthermore, we examined which malleable factors including network intentionality, collaboration self-efficacy, innovative action, and access to transition-focused professional development were associated with greater IAC. These findings provide a deeper portrait of transition-focused IAC and have implications for special educators and teacher preparation programs.
机构间合作(IAC)是联邦立法规定的,也是过渡文献中公认的最佳实践。与此同时,对更多机构间合作的预测因素,以及中学特殊教育工作者与跨学校系统、服务系统和社区的合作伙伴合作以支持过渡过程的广度进行的研究却很有限。我们对中西部某州的 376 名中学特殊教育工作者进行了定量调查,通过记录他们社交网络的特征(即多样性、沟通模式和交换支持),研究了他们的 IAC 实践。此外,我们还研究了哪些可塑因素(包括网络意向性、合作自我效能感、创新行动以及获得以过渡为重点的专业发展)与更多的 IAC 相关联。这些发现为以过渡为重点的 IAC 提供了更深入的描绘,并对特殊教育工作者和教师准备课程产生了影响。
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引用次数: 0
Mapping the Landscape of Postsecondary Transition Experimental Research: A 10-Year Review of CDTEI 绘制中学后过渡时期实验研究图:CDTEI 十年回顾
IF 3.3 3区 教育学 Q2 EDUCATION, SPECIAL Pub Date : 2024-05-09 DOI: 10.1177/21651434241247772
Wendy R. Mitchell, Courtney A. Tennell, Corey Peltier, Kendra L. Williams-Diehm
This systematic literature review provides a comprehensive evaluation of the experimental intervention research being published from 2010 to 2020 within Career Development and Transition for Exceptional Individuals (CDTEI). We critically evaluated studies found through a hand-search of CDTEI and identified patterns and trends across ten years based on study characteristics, focus of the experimental literature, and adherence to reporting standards set by the National Technical Assistance Center (NTACT) through their quality indicators. A total of 208 articles were reviewed following The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines as a framework. Approximately 17% (n=36) of documents used an experimental design that fit inclusion criteria. Of these, 47% were group design and 53% used a single case design. Results suggest a need to shift away from efficacy research to effectiveness-based research with a focus on real-life academic settings and natural change agents. Findings suggest a critical need for the educational research community to enhance the trustworthiness of scientific findings with convincing data analysis methods that are reliable and valid for the conclusions drawn.
本系统性文献综述全面评估了 2010 年至 2020 年间在 "特殊人士职业发展与过渡"(Career Development and Transition for Exceptional Individuals,CDTEI)范围内发表的实验干预研究。我们对通过手工搜索 CDTEI 发现的研究进行了严格评估,并根据研究特点、实验文献的重点以及对国家技术援助中心(NTACT)通过其质量指标设定的报告标准的遵守情况,确定了十年间的模式和趋势。以《系统综述和元分析首选报告项目》(PRISMA)指南为框架,共审查了 208 篇文章。约有 17% 的文献(n=36)采用了符合纳入标准的实验设计。其中,47% 采用分组设计,53% 采用单例设计。研究结果表明,有必要从功效研究转向基于效果的研究,重点关注现实生活中的学术环境和自然变化因素。研究结果表明,教育研究界亟需采用可靠、有效的数据分析方法来提高科学研究结果的可信度。
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引用次数: 0
Transportation Experiences of College Students With Intellectual and Developmental Disabilities: A Photovoice Study 智力和发育障碍大学生的交通体验:摄影选择研究
IF 3.3 3区 教育学 Q2 EDUCATION, SPECIAL Pub Date : 2024-05-09 DOI: 10.1177/21651434241248592
Rebecca B. Smith Hill, Anthony J. Plotner, Hannah J. Peak
Transition-age adults with disabilities largely desire the same community employment and community participation outcomes as young adults without disabilities. One common barrier to the manifestation of these desires is the lack of reliable and accessible transportation in their communities. This study used the participatory action research method of photovoice to investigate the experiences of college students with intellectual and developmental disabilities (IDDs) accessing various transportation options within their community. Utilizing a critical constructivist theoretical framework, researchers worked with participants to co-construct situated knowledge. The overall aim of this study was to contribute to the extant literature on transportation barriers and facilitators for this population and to give emerging adults enrolled in an inclusive postsecondary education program an opportunity to share their lived experiences and raise critical consciousness related to their transportation experiences. Limitations and implications for future research, and practice are included.
过渡年龄段的残疾成年人大多希望与非残疾的年轻成年人一样,获得社区就业和社区参与的成果。实现这些愿望的一个共同障碍是他们的社区缺乏可靠和无障碍的交通。本研究采用参与式行动研究法(photovoice)来调查智力和发育障碍(IDDs)大学生在社区内使用各种交通工具的经历。研究人员利用批判建构主义理论框架,与参与者共同建构情景知识。本研究的总体目标是为现有文献中有关这一人群的交通障碍和促进因素做出贡献,并为参加全纳中学后教育项目的新兴成年人提供一个机会,分享他们的生活经历,并提高与他们的交通经历相关的批判意识。本研究的局限性以及对未来研究和实践的影响也包括在内。
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引用次数: 0
From the Editors 编辑的话
IF 3.3 3区 教育学 Q2 EDUCATION, SPECIAL Pub Date : 2024-04-05 DOI: 10.1177/21651434241236003
Val Mazzotti, Allison Lombardi
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引用次数: 0
Culturally Responsive/Sustaining Transition for At-Promise Youth 促进文化和谐/让处于过渡期的青少年可持续发展
IF 3.3 3区 教育学 Q2 EDUCATION, SPECIAL Pub Date : 2024-03-20 DOI: 10.1177/21651434241235886
Rebekka J. Jez
At-promise students with disabilities benefit when educators implement culturally responsive/sustaining postsecondary transition practices. Yet, many educators lack the training and resources necessary to support culturally, ethnically, economically, and linguistically diverse youth and their families. To address this gap, the Culturally Responsive/Sustaining Transition Portfolio (CRSTP) assists educators, students, and families in preparing for postsecondary transition while respecting the values of families. This study assesses the usefulness of the CRSTP by training 45 preservice teachers on culturally responsive/sustaining transition practices using the CRSTP, and then having them reflect on the product and process using the 11-item online reflective survey. Educators reported the CRSTP was a promising tool for applying culturally responsive/sustaining transition practices, building relationships, and collaborating with students and families. Findings indicate the CRSTP guided students in developing self-awareness, self-advocacy, and goal planning. The evaluation of this promising and practical educational tool holds the potential to impact at-promise youth, families, and educators.
当教育工作者实施具有文化响应性/可持续性的中学后过渡实践时,有前途的残疾学生会从中受益。然而,许多教育工作者缺乏必要的培训和资源,无法为文化、种族、经济和语言多样化的青少年及其家庭提供支持。为了弥补这一不足,"文化适应/可持续过渡组合"(CRSTP)在尊重家庭价值观的同时,帮助教育工作者、学生和家庭为中学后过渡做好准备。本研究评估了 CRSTP 的实用性,使用 CRSTP 对 45 名职前教师进行了文化响应/可持续过渡实践培训,然后让他们使用 11 个项目的在线反思调查对产品和过程进行反思。教育工作者表示,CRSTP 是一种很有前途的工具,可用于应用文化敏感性/可持续过渡实践、建立关系以及与学生和家庭合作。研究结果表明,CRSTP 引导学生发展自我意识、自我倡导和目标规划。对这一前景广阔的实用教育工具进行评估,有可能会对处于过渡期的青少年、家庭和教育工作者产生影响。
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引用次数: 0
Secondary Transition Interventions in Rural Communities: A Systematic Literature Review 农村社区的中学过渡干预措施:系统文献综述
IF 3.3 3区 教育学 Q2 EDUCATION, SPECIAL Pub Date : 2024-01-29 DOI: 10.1177/21651434231223435
Alan S. McLucas, William J. Therrien, Dawn A. Rowe
Nearly 1 million students with individualized education programs (IEPs) live in rural communities in the United States and, to date, no reviews have examined the transition literature related to supporting students in rural settings. The purpose of this review was to examine transition-related functional skill interventions conducted in rural settings. We conducted a systematic review of the experimental literature and identified 19 articles. Interventions reviewed included transition curricula, skill-based interventions, or other interventions (e.g., occupational therapy, interagency collaboration). Few articles included substantive reporting on rurality or the effects of community context on intervention design and implementation. We discuss the paucity of rural transition research and provide recommendations for conducting and reporting future research. Understanding best practice for conducting transition interventions in rural settings requires a framework that considers how the multidimensional elements of a given community influence postsecondary needs and outcomes.
在美国,有近 100 万名有个性化教育计划 (IEP) 的学生生活在农村社区,迄今为止,还没有任何综述研究过与支持农村环境中学生的过渡相关的文献。本综述旨在研究在农村环境中开展的与过渡相关的功能性技能干预。我们对实验性文献进行了系统性回顾,确定了 19 篇文章。综述的干预措施包括过渡课程、基于技能的干预措施或其他干预措施(如职业疗法、机构间合作)。很少有文章对农村或社区环境对干预设计和实施的影响进行实质性报道。我们讨论了农村过渡研究的不足,并为今后开展和报告研究提供了建议。要了解在农村环境中开展过渡干预的最佳实践,需要一个考虑特定社区的多维要素如何影响中学后需求和结果的框架。
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引用次数: 0
期刊
Career Development and Transition for Exceptional Individuals
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