No abstract

Through a mixed-methods study, teacher educators investigated recent graduates' perceptions of their preparation program. Beginning special education teachers completed surveys and indicated (a) their level of preparation and confidence associated with 25 core competencies, (b) the most beneficial components of their preparation program, (c) suggestions for improving the program, and (d) current training needs. The highest levels of preparation and confidence were found in the areas of professionalism, behavior management, and instruction. The lowest levels of preparation and confidence were noted in transition and teaching students whose first language was not English. Participants reported that early clinical experiences and student teaching were the most beneficial components of the program. Furthermore, they offered suggestions for adding breadth and depth to courses and desired to learn more about timely issues.

Acquiring financial literacy presents many unique challenges for young adults with disabilities. Although financial literacy can and should be taught throughout the lifespan, this review examines the curriculum accessible to students with high incidence disabilities who are 14–21 years old, when they are planning for transition from secondary school to the workforce/higher education. This review examines five examples of promising financial literacy curriculum: Financial Fitness for Life, Practical Money Skills, Finance in the Classroom, Money Talks 4 Teens, and Money Smart for Young Adults. The curricula are compared for their application of universal design and culturally responsive curriculum principles. Completed rubrics will be presented to evaluate those curricula based on standards-based financial literacy concepts particularly relevant to youth with special needs, principles of universal design, and culturally responsive curriculum.

For youth with disabilities, the economic challenges of adulthood pose substantial risks. While the need for financial skills to navigate the economic climate is critical, access to financial education presents many challenges. High school is the optimal time for students with disabilities to access financial education; however, contact is limited. One factor in this limited access may be linked to special educators’ lack of knowledge of financial literacy curricula as such resources are typically not part of their teacher preparation. Using a rubric developed by Henning and Johnston-Rodriguez, preservice teachers evaluated five examples of relevant financial literacy curricula: Financial Fitness for Life, Practical Money Skills, Finance in the Classroom, Money Talks 4 Teens, and Money Smart for Young Adults. Preservice teachers found one curriculum to be most comprehensive in teaching standards-based financial literacy concepts relevant to students with special needs as well as principles of universal design and cultural responsiveness. Each of the other curricula was found to have merit in some respects, suggesting an eclectic approach of mixing some of the curricula depending on teacher and student goals.

Paradoxes are common in disability services and present challenges for rehabilitation counseling. Failure to reveal and address both poles of paradoxes can result in unintended consequences. The concept of paradox is illustrated in supported employment. The following two paradoxes are discussed: (a) organizational productivity versus supported employee self-actualization, and (b) support organization survival and profit versus supported employee independence and interdependence. Implications for rehabilitation counseling are discussed.