BACKGROUND:In the 21st century, information technology (IT) literacy is crucial for all students, and may better prepare students with disabilities for transition to postsecondary employment or education. OBJECTIVE: In this study, the potential of IT literacy embedded into an online transition curriculum is explored in the context of secondary special education. The curriculum aligns with Common Core State Standards in English Language Arts that are relevant to reading comprehension, writing, as well as searching for and analyzing sources of information online. METHODS: A quasi-experimental pretest-posttest design was utilized in six high schools. RESULTS: Findings show that intervention group students improved in IT literacy; whereas, comparison group students did not make similar gains. CONCLUSION: Implications for embedding transition services into specific courses and curricula for secondary students with Individualized Education Programs (IEPs) are discussed.

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Background: Collecting self-reported health and quality of life (QoL) outcomes is increasingly considered best practice, but people with intellectual and developmental disabilities (IDD) are often excluded from patient-reported outcome measures.Objective: This article provides a literature-informed overview of the state of the field of self-reporting of physical health and QoL in research with adults with IDD.Approach: We first identified and synthesized definitions of key constructs related to the self-reporting of health. Next, we summarize literature on existing and emerging practices focused on health and QoL assessment, discussing the frequent and sometimes overly broad use of proxy-respondents in the IDD field. We then highlight emerging directions focused on cognitive accessibility and universal design. Finally, we provide conclusions and recommendations for the field.Conclusions: Informed by the literature, we provide action steps to guide the field in considering how to incorporate self-reporting of health outcomes by people with IDD in research, policy, and practice.

More information about this series at http://www.springer.com/series/8920The Positive Education book series provides a comprehensive coverage of the field of positive education, encompassing subjects such as education for wellbeing, personal development, resilience, emotional intelligence, flow, and character strengths. Separate volumes cover each of these subjects, offering depth and complex understanding of the subject matter, research advances in this area, as well as wellevaluated practical sugestions for promoting intended outcomes. Positive education is based on the established discipline of positive psychology, and underpinned by theories and empirical research in this field. It aims to develop the skills of wellbeing, flourishing and optimal functioning in children, teenagers and students, as well as parents and educational institutions. Written by researchers and scholars of positive psychology, this book series offers a range of definitive texts for academics interested in implementing, researching and evaluating positive psychology-based approaches in schools and other educational institutions.Positive Education

In this study, students with and without disabilities ( n = 816) in general and special education settings in Grades 9 through 12 were participants in a quasi-experimental design to examine the main effects of an online curriculum intervention with transition-related content on career readiness. Setting and teacher characteristics were examined for moderating effects. Results showed a main effect across settings (general and special education, self-contained, resource rooms) as well as differentiating effects based on teacher fidelity and the number of lessons taught. Implications are discussed with regard to the need for further examination of these contextual factors in high schools so all students, with and without disabilities, are provided career readiness opportunities.