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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 Q1 Social Sciences 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 Q1 Social Sciences 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 Q1 Social Sciences 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 Q1 Social Sciences 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 Q1 Social Sciences 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 Q1 Social Sciences 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
Establishing Construct Validity of a Measure of Adolescent Perceptions of College and Career Readiness 建立青少年大学与职业准备知觉测量的构念效度
IF 3.3 3区 教育学 Q1 Social Sciences Pub Date : 2022-03-07 DOI: 10.1177/21651434221081229
Allison R. Lombardi, Graham G. Rifenbark, H. Rogers, H. Swaminathan, Ashley Taconet, Valerie L. Mazzotti, Mary E. Morningstar, Rongxiu Wu, Shannon Langdon
The purpose of this study was to establish construct validity of a college and career readiness measure using a sample of youth with (n = 356) and without (n = 1,599) disabilities from five high schools across three U.S. states. We established content validity through expert item review, structural validity through initial field-testing, and convergent validity by correlating domain scores with school academic and behavioral data. A four-factor measurement model emerged representing the domains Ownership of Learning, Academic Engagement and Processes, Interpersonal Engagement, and Career Development. Domain scores were significantly correlated with achievement, college admission exam scores, and attendance. Implications for research and practice with an emphasis on transition service delivery via multi-tiered systems of support are discussed.
本研究的目的是利用来自美国三个州的五所高中的残疾青年(n = 356)和非残疾青年(n = 1599)样本,建立大学和职业准备测量的结构效度。我们通过专家项目审查建立内容效度,通过初始现场测试建立结构效度,并通过将领域分数与学校学术和行为数据相关联来建立收敛效度。在学习自主性、学术投入与过程、人际投入和职业发展四个维度上建立了四因素测量模型。领域分数与学业成就、高考成绩、出勤率显著相关。对研究和实践的影响,重点是通过多层次的支持系统的过渡服务交付进行了讨论。
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引用次数: 6
Youth Leaders With Learning Disabilities and Their Decision to Enroll in Higher Education 有学习障碍的青年领导者及其接受高等教育的决定
IF 3.3 3区 教育学 Q1 Social Sciences Pub Date : 2022-02-20 DOI: 10.1177/21651434221076063
J. McNaught, Elizabeth M. Pope
Students with learning disabilities (LD) have not kept pace with peers without disabilities regarding enrollment in postsecondary education. The purpose of this study was to explore the experiences of I’m Determined youth leaders with LD who have enrolled in higher education. Participation led to structured experiences and opportunities to practice self-determined behaviors in an environment built to support the development of autonomy, competence, and relatedness. The three major themes identified (struggle, community, and resilience) corresponded with experiences before, during, and after participation in I’m Determined. The major theme of struggle encompassed experiences at school and not understanding their disability. The theme of community affected participants in the context of disability awareness and opportunity. Resilience necessitated a change in mindset and the ability to overcome barriers. Altering classroom environments to support autonomy, competence, and relatedness is one way to reproduce the supports that led to these participants’ success.
在接受高等教育方面,有学习障碍的学生没有跟上其他无残疾学生的步伐。摘要本研究旨在探讨“我是坚定的青年领袖”在接受高等教育后的经验。参与带来了结构化的经验和机会,在一个支持自主、能力和关系发展的环境中实践自我决定的行为。确定的三个主要主题(斗争、社区和恢复力)与参与“我决心”之前、期间和之后的经历相对应。挣扎的主要主题包括在学校的经历和不了解他们的残疾。主题是社区影响参与者在残疾意识和机会的背景下。韧性需要心态的改变和克服障碍的能力。改变课堂环境以支持自主性、能力和相关性是重现导致这些参与者成功的支持的一种方法。
{"title":"Youth Leaders With Learning Disabilities and Their Decision to Enroll in Higher Education","authors":"J. McNaught, Elizabeth M. Pope","doi":"10.1177/21651434221076063","DOIUrl":"https://doi.org/10.1177/21651434221076063","url":null,"abstract":"Students with learning disabilities (LD) have not kept pace with peers without disabilities regarding enrollment in postsecondary education. The purpose of this study was to explore the experiences of I’m Determined youth leaders with LD who have enrolled in higher education. Participation led to structured experiences and opportunities to practice self-determined behaviors in an environment built to support the development of autonomy, competence, and relatedness. The three major themes identified (struggle, community, and resilience) corresponded with experiences before, during, and after participation in I’m Determined. The major theme of struggle encompassed experiences at school and not understanding their disability. The theme of community affected participants in the context of disability awareness and opportunity. Resilience necessitated a change in mindset and the ability to overcome barriers. Altering classroom environments to support autonomy, competence, and relatedness is one way to reproduce the supports that led to these participants’ success.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2022-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43302276","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Employment Interventions for Youth With Disabilities: A Review of Transition Practices and Partners 残疾青年就业干预:转型实践与合作伙伴综述
IF 3.3 3区 教育学 Q1 Social Sciences Pub Date : 2022-02-09 DOI: 10.1177/21651434221075810
Michele A. Schutz, E. Carter
The employment process for youth with disabilities often begins in high school. Although connecting youth to work is a recommended practice, the literature lacks a review of available interventions. This scoping review examined the practices and partners represented in 42 intervention studies addressing employment outcomes for transition-age youth (14–22 years old) with disabilities. These interventions varied widely, with a total of 25 components addressing employment preparation, job placement, other supports for youth, supports for other stakeholders, and collaborative/organizational strategies. Although families and employers participated in these interventions, the most prominent players were school staff and agency providers. We offer recommendations for research and practice around strengthening employment practices and engaging multiple stakeholders in preparing youth with disabilities for work.
残疾青年的就业过程通常从高中开始。尽管将青年与工作联系起来是一种推荐的做法,但文献中缺乏对现有干预措施的综述。这项范围界定审查审查了42项干预研究中的做法和合作伙伴,这些研究涉及过渡年龄残疾青年(14-22岁)的就业结果。这些干预措施差异很大,共有25个组成部分涉及就业准备、就业安置、对青年的其他支持、对其他利益攸关方的支持以及合作/组织战略。尽管家庭和雇主参与了这些干预措施,但最突出的参与者是学校工作人员和机构提供者。我们围绕加强就业实践和让多个利益相关者参与残疾青年就业准备工作,提供研究和实践建议。
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引用次数: 6
High School Experiences That Support Post-School Success: What Can We Learn? 支持毕业后成功的高中经历:我们能学到什么?
IF 3.3 3区 教育学 Q1 Social Sciences Pub Date : 2022-01-13 DOI: 10.1177/21651434211068406
Beth Clavenna-Deane, Wendy R. Coates
Students with disabilities continue to lag behind their peers without disabilities in the area of post-school success. This study qualitatively analyzed individual responses from 6 years of post-school outcomes survey data in one state to identify positive experiences said to help students reach their post-school goals. Respondents reported nine themes as being the most helpful in meeting their goals after high school, including having supportive staff members, taking career development coursework, and developing success attributes such as self-advocacy. A negative experience theme also emerged in the analysis. Implications for educators are discussed related to emphasizing instruction in self-determination and career development. Implications for states are discussed related to the post-school outcomes data collection process.
残疾学生在放学后的成功方面继续落后于非残疾学生。这项研究定性分析了一个州6年的放学后结果调查数据中的个人反应,以确定据说有助于学生实现放学后目标的积极经历。受访者报告称,九个主题对高中毕业后实现目标最有帮助,包括有支持性的工作人员、参加职业发展课程以及培养自我倡导等成功特质。分析中还出现了一个负面体验主题。讨论了强调自决和职业发展方面的教学对教育工作者的影响。讨论了与放学后成绩数据收集过程相关的对各州的影响。
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引用次数: 0
期刊
Career Development and Transition for Exceptional Individuals
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