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Career Development and Transition for Exceptional Individuals最新文献

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“I’m Going to Be a Working Person”: Self-Determination in Employment Settings for Adults With Intellectual and Developmental Disabilities “我要成为一个有工作的人”:智力和发育障碍成人就业环境中的自我决定
IF 3.3 3区 教育学 Q1 Social Sciences Pub Date : 2023-07-17 DOI: 10.1177/21651434231186136
J. Sinclair, Carly B. Gilson, Heather Dulas
Adults with intellectual and developmental disabilities (IDD) often face societal barriers to accessing employment due to stigma and discrimination. For people with IDD who have an employment history, little is known about their experiences in accessing employment opportunities. Self-determination behaviors are considered an integral component to a successful adulthood, yet there is limited research that gives voice to people with IDD describing their self-determination and experiences with employment. This study used qualitative content analysis to examine self-determination behaviors in employment experiences of 18 adults with disabilities. Participants provided clear examples of self-determined behaviors which benefited their navigation in work and life. Participants shared advice for other adults with IDD on how to attain employment. Implications for future research and practices are provided.
由于污名化和歧视,患有智力和发育障碍的成年人在就业方面往往面临社会障碍。对于有工作经历的缺碘症患者,人们对他们获得就业机会的经历知之甚少。自我决定行为被认为是成功成年的一个组成部分,然而,让IDD患者说出他们的自我决定和就业经历的研究有限。本研究采用定性内容分析的方法,对18名成年残障人士就业经历中的自我决定行为进行研究。参与者提供了明确的自我决定行为的例子,这些行为有利于他们在工作和生活中的导航。与会者就如何找到工作向其他有缺碘症的成年人提出建议。对未来的研究和实践提供了启示。
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引用次数: 0
Impact of COVID-19 on the Employment of Transition-Aged Military-Dependent or Connected Autistic Youth 新冠肺炎对转型期军事依赖或相关自闭症青年就业的影响
IF 3.3 3区 教育学 Q1 Social Sciences Pub Date : 2023-07-17 DOI: 10.1177/21651434231186351
Holly N. Whittenburg, Jennifer McDonough, Carol Schall, Thomas Dubois, Vivian E. Vitullo, P. Wehman
Research is needed that describes how COVID-19 affected the employment of autistic youth. In this mixed-methods study, we present data on three cohorts of military-connected/dependent youth on the autism spectrum participating in a randomized, waitlist-controlled trial of Project SEARCH + ASD Supports to describe the potential effects of COVID-19 on employment. We also present three participant case studies to highlight challenges and opportunities faced during the transition process. Findings indicate the pandemic appeared to affect the 2019-2020 cohort most negatively, with employment outcomes lagging the previous cohorts by 29.1% to 48.2%. However, the case studies highlight approaches that effectively supported participants, including interagency collaboration, military and federal partnerships, skilled employment specialist support, and family involvement.
需要研究COVID-19如何影响自闭症青年的就业。在这项混合方法的研究中,我们提供了参与SEARCH + ASD支持项目的随机候补对照试验的三组与军队有联系/依赖的自闭症谱系青年的数据,以描述COVID-19对就业的潜在影响。我们还介绍了三个参与者案例研究,以突出过渡过程中面临的挑战和机遇。调查结果显示,疫情似乎对2019-2020年队列的影响最为负面,就业结果比之前的队列落后29.1%至48.2%。然而,案例研究强调了有效支持参与者的方法,包括机构间合作、军事和联邦伙伴关系、熟练就业专家支持和家庭参与。
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引用次数: 0
Building Equity Into Transition Practice and Service Delivery: A Call for Systemic Changes in the Field of Transition 将公平纳入转型实践和服务提供:对转型领域系统变革的呼吁
IF 3.3 3区 教育学 Q1 Social Sciences Pub Date : 2023-06-29 DOI: 10.1177/21651434231183415
J. Sinclair, R. Jez, J. Banks, Suzanne Kucharczyk
There is a common narrative in the field of transition: students with disabilities continue to experience poorer post-school outcomes compared with their peers without disabilities. After decades of research and practice, scholars and practitioners have impacted countless numbers of students. However, disparate outcomes for diverse youth still exist. The Division on Career Development and Transition takes the position that if we are to begin reducing persistent differential outcomes for diverse youth, we must examine our current practices and apply anti-oppressive practices to transition planning to ensure we do not continue to perpetuate White cultural norms and ableist approaches to transition. We applied four equity frameworks to transition planning and provided recommendations for transition practice and service delivery.
在过渡领域有一个共同的说法:与无残疾的同龄人相比,残疾学生的放学后成绩仍然较差。经过几十年的研究和实践,学者和从业者已经影响了无数的学生。然而,不同青年的不同结果仍然存在。职业发展和过渡司的立场是,如果我们要开始减少不同青年的持续差异结果,我们必须审查我们目前的做法,并将反压迫做法应用于过渡规划,以确保我们不会继续延续白人文化规范和有能力的过渡方法。我们将四个公平框架应用于过渡规划,并为过渡实践和服务提供建议。
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引用次数: 0
Practitioner-Implemented Video Prompting on Vocational Skills of Students With Significant Intellectual and Developmental Disabilities 有严重智力和发育障碍学生职业技能的视频提示
IF 3.3 3区 教育学 Q1 Social Sciences Pub Date : 2023-05-24 DOI: 10.1177/21651434231170540
Xiaoning Sun, Matthew E. Brock
Video prompting (VP) is an evidence-based practice, but few studies have included teachers and paraeducators as implementers. We adopted one of the single-case designs (multiple probe design) to evaluate the effectiveness of teacher and paraeducator-implemented VP on vocational skills for four high school students with significant intellectual and developmental disabilities. Experimental effects were demonstrated for all four students, but only two students met the mastery criterion. Individualized adaptations (i.e., priming, more frequent reinforcement) enabled two students to make further progress. The two students who met the mastery criterion maintained their performance after 2 weeks. These findings add to growing evidence that teachers and practitioners can effectively implement VP and suggest that individualized adaptations may be needed for some students with significant disabilities.
视频提示(VP)是一种基于证据的实践,但很少有研究将教师和辅助教育工作者作为实施者。我们采用了一种单案例设计(多探针设计)来评估教师和辅助教育者对四名有严重智力和发育障碍的高中生实施职业技能VP的有效性。四名学生都取得了实验效果,但只有两名学生达到了掌握标准。个性化的适应(即启动、更频繁的强化)使两名学生能够取得进一步的进步。两名达到掌握标准的学生在两周后保持了他们的成绩。这些发现为教师和从业者能够有效实施VP提供了越来越多的证据,并表明一些有严重残疾的学生可能需要个性化的适应。
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引用次数: 0
Intersectional Research as a Methodology for Shaping Transition Research in Support of Equitable Postschool Outcomes 跨部门研究作为一种塑造转型研究的方法,以支持公平的毕业后成果
IF 3.3 3区 教育学 Q1 Social Sciences Pub Date : 2023-05-24 DOI: 10.1177/21651434231169990
Audrey A. Trainor, Lindsay E. Romano
Disparities in postschool outcomes between student groups associated with intersecting historical marginalizations such as ableism, racism, classism, and linguicism remain stark. Critical research methods have contributed to the development of equity-focused research. In this conceptual paper, we examine intersectional research, one critical methodology focused on equity. In a recent study of postsecondary transitions of multilingual students with disabilities in the northeastern United States, we found this methodology to be productive in examining marginalization and equitable transition outcomes. First, we define intersectionality and provide a rationale for its use. We then share foundational claims of intersectional research, and we provide illustrative examples from our study. The discussion identifies implementation strategies. Last, we share implications such as tensions, benefits, and insights from our application and the extant literature.
与能力主义、种族主义、阶级主义和语言主义等交叉历史边缘化相关的学生群体之间的放学后成绩差异仍然明显。批判性研究方法有助于发展以公平为重点的研究。在这篇概念性论文中,我们考察了交叉研究,这是一种关注公平的关键方法。在最近一项关于美国东北部多语言残疾学生中学后过渡的研究中,我们发现这种方法在研究边缘化和公平过渡结果方面是有效的。首先,我们定义了交叉性,并为其使用提供了理由。然后,我们分享了交叉研究的基本主张,并提供了我们研究中的例证。讨论确定了实施战略。最后,我们分享了我们的应用和现存文献中的紧张关系、好处和见解等启示。
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引用次数: 0
From the Editors 来自编辑
IF 3.3 3区 教育学 Q1 Social Sciences Pub Date : 2023-05-01 DOI: 10.1177/21651434231159170
Valerie L. Mazzotti, Allison R. Lombardi
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引用次数: 0
Exploratory Study of a Team-Based Model of Transition Professional Development 基于团队的转型专业发展模式探索
IF 3.3 3区 教育学 Q1 Social Sciences Pub Date : 2023-04-21 DOI: 10.1177/21651434231166340
Mary E. Morningstar, Sarah R. Carlson, Dana L. Lattin, Rebecca Romine Swinburne
This article shares the results from a quasi-experimental mixed-methods study of a promising transition-focused professional development approach. The 12-week team-based intervention resulted in positive outcomes among intervention group participants’ knowledge and capacities. The intervention group exhibited statistically significant changes in knowledge of transition assessment practices as well as in using various types of age-appropriate transition assessments and implementing effective practices associated with a comprehensive transition assessment process. At the program level, findings indicated team-level indicators showed statistically significant improvements. The study demonstrated teams who received the intervention were more likely to attain a program-level goal, which was substantially greater than the comparison teams. Implications for future research and practice are shared.
本文分享了一种有前景的以过渡为重点的专业发展方法的准实验混合方法研究的结果。为期12周的团队干预在干预组参与者的知识和能力方面取得了积极成果。干预组在过渡评估实践的知识、使用各种类型的适合年龄的过渡评估以及实施与全面过渡评估过程相关的有效实践方面表现出统计学上的显著变化。在项目层面,研究结果表明,团队层面的指标显示出统计学上的显著改善。该研究表明,接受干预的团队更有可能实现项目级目标,这一目标远高于对照团队。分享了对未来研究和实践的启示。
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引用次数: 0
Conceptualizing and Developing the Secondary Transition Fidelity Assessment to Support Transition Programming and Practice 概念化和发展二次过渡保真度评估,以支持过渡规划和实践
IF 3.3 3区 教育学 Q1 Social Sciences Pub Date : 2023-04-18 DOI: 10.1177/21651434231163498
Valerie L. Mazzotti, Mary E. Morningstar, Allison R. Lombardi, Sheida K. Raley, D. Rowe, Marcus I. Poppen, Kyle Reardon, Sarah R. Carlson, Deanne Unruh, Jessica L. Monahan, Jessica G. Rousey, Janie N. Vicchio, D. Test
In this paper, we describe the conceptualization and development of the Secondary Transition Fidelity Assessment (STFA), a measure intended for use by high school leadership teams to examine secondary programs and practices demonstrated by research to lead to meaningful outcomes for secondary students with and without disabilities. We describe our conceptualization and development efforts, which resulted in a measure with six critical features: adolescent engagement, district-level capacity, school-level capacity, community engagement, family engagement, and professional capacity. Based on stakeholder feedback, we revised the STFA and developed an instruction manual and action planning guide to support the self-evaluation of secondary programs and practices using data from the STFA. Recommendations for the field related to research, policy, and practice are provided.
在本文中,我们描述了二级过渡保真度评估(STFA)的概念和发展,这是一种旨在由高中领导团队使用的措施,用于检查研究证明的二级计划和实践,从而为有残疾和无残疾的中学生带来有意义的结果。我们描述了我们的概念化和发展努力,从而产生了一个具有六个关键特征的衡量标准:青少年参与、地区一级能力、学校一级能力、社区参与、家庭参与和专业能力。根据利益相关者的反馈意见,我们修订了《国家战略指导意见》,并制定了指导手册和行动计划指南,以支持使用《国家战略指导意见》中的数据对二级项目和实践进行自我评估。并就该领域的研究、政策和实践提出建议。
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引用次数: 0
Factors Related to Accessing Postsecondary School Supports by English Learners With Disabilities 英语障碍学习者获得高等教育支持的相关因素
IF 3.3 3区 教育学 Q1 Social Sciences Pub Date : 2023-03-15 DOI: 10.1177/21651434231154584
Lynn A. Newman, Audrey A. Trainor, Lindsay E. Romano
This study examined the relationship between demographic, disability-related, and transition planning experiences and accessing disability-specific and universally available supports at 2- and 4-year colleges by postsecondary students identified in secondary school as English learners with disabilities. Findings were based on secondary analysis of a nationally representative sample of approximately 160 English learners with disabilities included in the National Longitudinal Transition Study-2 (NLTS2). Logistic regression results identified two potentially malleable factors linked to increased likelihood of English learners with disabilities accessing postsecondary supports. If these students had a high school transition plan that indicated postsecondary supports as a needed post-high school service, when they attended college they were more likely to access both postsecondary disability-specific supports ( p < .01), and supports universally available to the full postsecondary student body ( p < .001). Aspects of self-determination also were related to an increased likelihood of seeking postsecondary supports. Higher levels of personal autonomy were positively related to accessing disability-specific ( p < .001) and universally available help ( p < .05), and higher levels of psychological empowerment were related to receipt of universally available supports ( p < .01). These findings demonstrate that high school professionals can support the postschool success of English learners with disabilities by influencing their likelihood of accessing beneficial supports in postsecondary school.
本研究考察了在二年制和四年制大学中,在中学被认定为残疾英语学习者的高等教育学生,在人口统计学、残疾相关和过渡规划经验与获得残疾特定和普遍可用的支持之间的关系。研究结果基于对全国纵向过渡研究-2 (NLTS2)中包含的约160名残疾英语学习者的全国代表性样本的二次分析。逻辑回归结果确定了两个潜在的可塑因素,这些因素与残疾英语学习者获得高等教育支持的可能性增加有关。如果这些学生有一个高中过渡计划,表明高等教育支持是高中毕业后需要的服务,当他们进入大学时,他们更有可能获得高等教育残疾特定支持(p < 0.01),以及普遍提供给整个高等教育学生群体的支持(p < 0.001)。自决的各个方面也与寻求高等教育支持的可能性增加有关。较高水平的个人自主性与获得残疾特定帮助(p < 0.001)和普遍可获得的帮助(p < 0.05)呈正相关,较高水平的心理授权与获得普遍可获得的支持(p < 0.01)相关。这些研究结果表明,高中专业人员可以通过影响残疾英语学习者在中学后获得有益支持的可能性来支持他们的毕业后成功。
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引用次数: 0
Still Stuck: An Examination of the Early Paid Employment Experiences of Young Women With Disabilities 仍然停滞不前:对残疾青年妇女早期带薪就业经历的考察
IF 3.3 3区 教育学 Q1 Social Sciences Pub Date : 2023-02-14 DOI: 10.1177/21651434231151665
Kara A. Hirano, Katherine W. Bromley, L. Lindstrom
Young women with disabilities tend to experience poorer postschool employment outcomes than young men with disabilities and their peers without disabilities. Paid work experiences while in high school have been identified as significantly increasing the likelihood of later employment, yet few recent studies have examined the early employment experiences of young women with disabilities. This study reports the characteristics of paid employment experiences of 134 young women with disabilities. Findings indicate that fewer young women in our sample had paid work experience than young women nearly 20 years ago, and that early employment patterns are reflective of gendered employment patterns documented in adulthood. Implications for educators and service providers include collaboration across multiple systems and a need for gender-specific interventions.
残疾青年女性的毕业后就业结果往往比残疾青年男性和无残疾同龄人差。高中时期的有偿工作经历被认为显著增加了以后就业的可能性,但最近很少有研究调查残疾年轻女性的早期就业经历。本研究报告了134名残疾青年妇女的有偿就业经历特点。研究结果表明,与近20年前的年轻女性相比,我们样本中有带薪工作经验的年轻女性更少,早期就业模式反映了成年后的性别就业模式。对教育工作者和服务提供者的影响包括跨多个系统的合作以及需要针对性别的干预措施。
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引用次数: 0
期刊
Career Development and Transition for Exceptional Individuals
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