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Career Development and Transition for Exceptional Individuals最新文献

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The Importance of Centers for Independent Living Supporting Youth With Disabilities: A Critical Contribution to Maximize Transition Service Delivery 支持残疾青年独立生活中心的重要性:对最大限度地提供过渡服务的关键贡献
IF 3.3 3区 教育学 Q2 EDUCATION, SPECIAL Pub Date : 2022-08-20 DOI: 10.1177/21651434221116310
A. Plotner, Charles B. Walters
An integral element of maximizing positive postschool outcomes for youth with disabilities is interagency collaboration. Centers for Independent Living (CILs) can be critical service providers for youth and young adults with disabilities. This study explored CIL professionals’ contributions in supporting transition-age youth. Furthermore, the study examined these professionals’ perspectives of why CIL involvement is vital in transition service delivery. Eight dyads consisting of a CIL administrator and a CIL staff member providing direct services to transition-age youth with disabilities were interviewed from eight U.S. CILs. Thematic analysis of each interview transcript yielded themes related to the scope of services that CILs are providing in tandem with special education professionals, and why CIL professionals believe their involvement in secondary transition is critical. Findings included that interview participants delineated three overarching areas where CILs support transition-age youth while collaborating with schools. Furthermore, the findings showed that the crucial nature of CIL involvement in the transition service delivery process is rooted in several value-based principles. These five value-based principles were as follows: (a) Empowerment-, autonomy-, and independence-based, (b) youth-led and individualized, (c) strengths-based and goal-driven, (d) peer-based and disability-pride-driven, and (e) ensuring services were available and accessible. These findings, implications for practice, and future research directions are also discussed.
最大限度地为残疾青年取得积极的放学后成果的一个组成部分是机构间合作。独立生活中心(CIL)可以成为残疾青年和年轻人的重要服务提供商。本研究探讨了CIL专业人员在支持过渡年龄青年方面的贡献。此外,该研究还考察了这些专业人士的观点,即为什么CIL的参与对过渡服务的提供至关重要。由一名CIL管理员和一名为过渡年龄残疾青年提供直接服务的CIL工作人员组成的八名二人组接受了来自八个美国CIL的采访。对每份面试成绩单的主题分析得出了与CIL与特殊教育专业人员一起提供的服务范围有关的主题,以及为什么CIL专业人员认为他们参与中学过渡至关重要。调查结果包括,访谈参与者描绘了CIL在与学校合作的同时支持过渡年龄青年的三个总体领域。此外,调查结果表明,CIL参与过渡服务提供过程的关键性质植根于几个基于价值的原则。这五项基于价值观的原则如下:(a)基于赋权、自主和独立,(b)青年主导和个性化,(c)基于优势和目标驱动,(d)基于同伴和残疾自豪感驱动,以及(e)确保提供和获得服务。还讨论了这些发现、对实践的启示以及未来的研究方向。
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引用次数: 1
Corrigendum to A Scoping Review of Technology-Based Vocational Interventions for Individuals with Autism 对自闭症个体的基于技术的职业干预的范围审查的更正
IF 3.3 3区 教育学 Q2 EDUCATION, SPECIAL Pub Date : 2022-08-01 DOI: 10.1177/21651434221110756
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引用次数: 0
From the Editors 来自编辑
IF 3.3 3区 教育学 Q2 EDUCATION, SPECIAL Pub Date : 2022-07-09 DOI: 10.1177/21651434221110753
Val Mazzotti, Allison Lombardi
Welcome to the third issue of 2022! As we move into summer 2022, it definitely seems things are somewhat returning to normal. In May, we celebrated our first in person conference at the Division on Career Development and Transition international conference in Myrtle Beach, South Carolina. This was the first in person event since fall of 2019 when we were all together in Seattle, Washington. It was great to see many of you at our Career Development and Transition for Exceptional Individuals (CDTEI) Editorial Board meeting in person at DCDT. As editors of CDTEI, we continue to be proud of the field of secondary transition and greatly appreciative of the continued, rigorous work of our reviewers and authors. We are excited to share issue 45:3 with you.
欢迎来到《2022》第三期!随着我们进入2022年夏季,一切似乎都在某种程度上恢复正常。今年5月,我们在南卡罗来纳州默特尔比奇举行的职业发展和转型司国际会议上庆祝了我们的第一次面对面会议。这是自2019年秋天我们在华盛顿州西雅图聚会以来的首次面对面活动。很高兴能在DCDT亲自参加我们的职业发展与转型(CDTEI)编辑委员会会议。作为CDTEI的编辑,我们继续为二级过渡领域感到自豪,并非常感谢我们的审稿人和作者持续严谨的工作。我们很高兴能和大家分享第45:3期。
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引用次数: 0
Effects of an Abbreviated and Adapted PEERS® Curriculum as Part of a College Transition Program for Young Adults on the Autism Spectrum 作为年轻人大学过渡计划的一部分,缩写和改编的PEERS®课程对自闭症谱系的影响
IF 3.3 3区 教育学 Q2 EDUCATION, SPECIAL Pub Date : 2022-05-20 DOI: 10.1177/21651434221098411
Sarah K. Howorth, Deborah L. Rooks-Ellis, A. Cobo-Lewis, Joshua P. Taylor, C. Moody
College students on the autism spectrum report the following support needs: interpersonal skills and coping with unexpected change. The purpose of this pilot study was to investigate the effects of an interpersonal skills seminar using elements of the PEERS® curriculum on the acquisition of conversational behaviors by three young adults on the autism spectrum who were attending a summer college transition program designed to help prepare and familiarize individuals with college living. A multiple probe across behaviors design was used. According to visual analysis, a functional relation was not established between participation and acquisition of foundational conversational skills. Our findings provide a model for how state vocational rehabilitation agencies and institutes of higher education can collaborate to provide effective support for college students with autism spectrum disorder.
自闭症谱系的大学生报告了以下支持需求:人际交往技能和应对意外变化。这项试点研究的目的是调查使用PEERS®课程元素的人际技能研讨会对三名自闭症谱系的年轻人获得对话行为的影响,他们正在参加一项旨在帮助个人准备和熟悉大学生活的夏季大学过渡计划。使用了跨行为的多探针设计。根据视觉分析,参与和获得基本会话技能之间没有建立功能关系。我们的研究结果为国家职业康复机构和高等教育机构如何合作为患有自闭症谱系障碍的大学生提供有效支持提供了一个模型。
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引用次数: 0
A Directed Content Analysis of Interagency Collaboration Literature Within the Framework of the Working Alliance 工作联盟框架下机构间协作文献的定向内容分析
IF 3.3 3区 教育学 Q2 EDUCATION, SPECIAL Pub Date : 2022-05-12 DOI: 10.1177/21651434221090897
Jinhee Park, Julie C. Hill, Tammy W. Montgomery, Katherine Barker, Kevin L. White
This study examined previous literature that described approaches to interagency collaboration and identified the most appropriate practices to implement while working with transition-age youth with disabilities and their families. Within this qualitative content analysis review of literature on interagency collaboration, we used the theory of working alliance and its three categories (i.e., goals, bonds, tasks) to support best practices in interagency collaboration for youth with disabilities. Twelve themes were developed to support the three categories and define how stakeholders could create successful interagency collaboration. These themes can be used to provide guidance for best practices to inform successful interagency collaboration among those involved in the transition planning process. Limitations and implications for future research and practice are discussed.
本研究考察了以前的文献,这些文献描述了机构间合作的方法,并确定了在与残疾过渡年龄青年及其家庭合作时实施的最合适的做法。在对机构间合作文献的定性内容分析综述中,我们使用工作联盟理论及其三个类别(即目标、纽带、任务)来支持残疾青年机构间合作的最佳实践。制定了12个主题来支持这三个类别,并确定利益攸关方如何能够建立成功的机构间合作。这些主题可用于为最佳做法提供指导,为参与过渡规划进程的人员之间的成功机构间合作提供信息。讨论了未来研究和实践的局限性和意义。
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引用次数: 0
Postsecondary Transition Experiences of Young Women Who Are Deaf and Hard of Hearing in Saudi Arabia 沙特阿拉伯失聪和有听力障碍的年轻女性的中学后过渡经历
IF 3.3 3区 教育学 Q2 EDUCATION, SPECIAL Pub Date : 2022-05-03 DOI: 10.1177/21651434221091198
Anwar A. Alsalamah, Marcus I. Poppen
This study explored the postsecondary transition experiences of young women who were deaf and hard of hearing (DHH) at a higher education institution in the Kingdom of Saudi Arabia (KSA). Data were collected using semi-structured interviews with 17 undergraduate women who were DHH and enrolled in a higher education institution in the KSA. The data were analyzed thematically and inductively using qualitative analyses software. Eight themes emerged from the data analysis. These themes reflected a wide range of transition experiences among students who were DHH, including their previous experiences in high school, their current experiences in higher education, and preparation to make the transition from college to work. Implications for future research and practice are discussed and include further exploration about the impacts of postsecondary education programs in supporting positive outcomes and working to close the gaps between policy and practice.
本研究探讨了沙特阿拉伯王国(KSA)一所高等教育机构中失聪和听力障碍(DHH)年轻女性的中学后过渡经历。数据是通过半结构化访谈收集的,访谈对象是在沙特阿拉伯一所高等教育机构注册的17名DHH本科女性。采用定性分析软件对数据进行主题分析和归纳分析。数据分析得出了八个主题。这些主题反映了DHH学生的广泛过渡经历,包括他们以前在高中的经历,他们目前在高等教育中的经历,以及从大学到工作的过渡准备。讨论了对未来研究和实践的影响,包括进一步探索高等教育项目在支持积极成果和努力缩小政策与实践之间差距方面的影响。
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引用次数: 1
Improving the Transition to College for Twice-Exceptional Students with ASD: Perspectives From College Service Providers 从高校服务提供者的角度看如何促进两届ASD优秀学生的大学过渡
IF 3.3 3区 教育学 Q2 EDUCATION, SPECIAL Pub Date : 2022-04-28 DOI: 10.1177/21651434221091230
Joseph W. Madaus, Alexandra Cascio, Julie Delgado, Nicholas W. Gelbar, Sally Reis, Emily Tarconish
Increasing numbers of academically talented students with autism spectrum disorder (ASD) are accessing higher education. This is an underserved and understudied cohort of students, as their talents can mask their autism, or their autism can mask their talents. We conducted interviews with 11 professionals who support academically talented students with ASD at 10 very competitive 4-year institutions in the United States. Findings highlighted the significant academic and personal strengths that these students bring to college, factors that can be incorporated into secondary transition planning for twice exceptional ASD students. Suggestions about important concepts that both families and secondary transition personnel should understand regarding the differences between high school and college are also provided. Implications for secondary transition planning are discussed.
越来越多有学术天赋的自闭症谱系障碍(ASD)学生正在接受高等教育。这是一群得不到充分服务和充分研究的学生,因为他们的才能可以掩盖他们的自闭症,或者他们的自闭症可以掩盖他们的才能。我们采访了11位专业人士,他们在美国10所非常有竞争力的四年制大学里帮助有学术天赋的自闭症学生。研究结果强调了这些学生为大学带来的重要的学术和个人优势,这些因素可以纳入两次特殊ASD学生的二级过渡计划。本文还就高中和大学的区别,提出了家庭和中学转学人员应了解的重要概念。讨论了二级过渡规划的含义。
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引用次数: 2
From the Editors 来自编辑
IF 3.3 3区 教育学 Q2 EDUCATION, SPECIAL Pub Date : 2022-04-08 DOI: 10.1177/21651434221088363
Val Mazzotti, Allison Lombardi
Welcome to the second issue of 2022! As we continue to weather the pandemic together and face uncertain times, secondary transition researchers have been hard at work ensuring high-quality, evidence-based practices are disseminated to readers. As editors of Career Development and Transition for Exceptional Individuals (CDTEI), we are extremely proud of the field of secondary transition and greatly appreciative of the continued, rigorous work of our reviewers and authors. We are excited to share issue 45.2 with you.
欢迎来到《2022》第二期!在我们继续共同应对疫情、面对不确定时期的同时,二级转型研究人员一直在努力工作,确保向读者传播高质量的循证实践。作为《杰出个人职业发展与转型》(CDTEI)的编辑,我们对二级转型领域感到非常自豪,并非常感谢我们的审稿人和作者们持续而严谨的工作。我们很高兴与您分享第45.2期。
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引用次数: 0
Promoting Successful Transitions in High School Students With Emotional Disturbance in Saudi Arabia: Educators’ Voices 促进沙特阿拉伯有情绪障碍的高中生成功过渡:教育者的声音
IF 3.3 3区 教育学 Q2 EDUCATION, SPECIAL Pub Date : 2022-04-08 DOI: 10.1177/21651434221086972
Areej Alsalamah
Providing transition planning and services to students with emotional disturbance (ED) can enhance their success in postsecondary education, employment, and independent living. This qualitative study explores how special educators in Riyadh, the capital city of the Kingdom of Saudi Arabia (KSA), perceive the necessity of promoting transition services for high school students with ED and developing important aspects to implement these services. Study participants were ten special educators majoring in ED who were purposefully sampled from a special education graduate program. The results indicate that all study participants believe there is a need to promote transition services in Saudi schools to support students with ED. The results also highlight four fundamental foundations that educators want to develop to promote the implementation of transition services in Saudi schools: the regulation of special education, transition assessment tools, transition teamwork, and teacher professional development programs in transition. Recommendations for future research are discussed as well.
为有情绪障碍的学生提供过渡计划和服务,有助他们在高等教育、就业和独立生活方面取得成功。本定性研究探讨了沙特阿拉伯王国(KSA)首都利雅得的特殊教育工作者如何看待促进高中ED学生过渡服务的必要性,以及发展实施这些服务的重要方面。研究的参与者是十名特殊教育工作者,他们是专门从一个特殊教育研究生项目中挑选出来的。结果表明,所有的研究参与者都认为有必要促进沙特学校的过渡服务,以支持有ED的学生。结果还强调了教育工作者希望发展的四个基本基础,以促进沙特学校实施过渡服务:特殊教育的监管、过渡评估工具、过渡团队合作和过渡时期的教师专业发展计划。并对今后的研究提出了建议。
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引用次数: 1
Quality of the Transition Component of the IEP for High School Students With Autism 高中自闭症学生IEP过渡成分的质量
IF 3.3 3区 教育学 Q2 EDUCATION, SPECIAL Pub Date : 2022-03-14 DOI: 10.1177/21651434221079743
B. Kraemer, B. Tomaszewski, Lindsay F. Rentschler, Jessica R Steinbrenner, K. Hume, Sara C. McDaniel, L. DaWalt, Christopher Brum, K. Szidon
The present study examined the transition component of the Individualized Education Program for 62 secondary students with autism. Plans were coded using a rubric adapted from Indicator 13 of the Individuals with Disabilities Education Improvement Act. Findings indicated a mean plan score of 10.5 out of 20.0, with a range of 3.0 to 20.0. Strengths were noted in Transition Services, with Course of Study and Transition Assessment as areas of relative need. Student characteristics—including adaptive behavior, IQ, and self-determination—were associated with components of transition plan quality. Plan quality differences were found based on diploma status and the quality of the school environment. Implications for supporting educators in writing and implementing quality transition planning are discussed.
本研究调查了62名自闭症中学生的个性化教育计划的过渡部分。计划使用根据《残疾人教育改善法》指标13改编的准则进行编码。调查结果显示,平均计划得分为10.5分(满分20.0分),范围为3.0至20.0分。过渡服务有优势,学习课程和过渡评估是相对需要的领域。学生的特征——包括适应性行为、智商和自决能力——与过渡计划质量的组成部分有关。计划质量的差异是基于文凭状况和学校环境的质量。讨论了支持教育工作者写作和实施质量转型规划的意义。
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引用次数: 3
期刊
Career Development and Transition for Exceptional Individuals
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