A College and Career Readiness Framework for Secondary Students With Disabilities

Abstract

In this qualitative study, a proposed organizing framework of college and career readiness for secondary students with disabilities was developed based on a synthesis of extant research articulating student success. The original proposed framework included six domains representing academic and non-academic skills associated with college and career readiness: academic engagement, academic mindsets, learning processes, critical thinking, social skills, and transition knowledge. Focus groups were conducted to examine perspectives among state-level stakeholders with knowledge and expertise regarding college and career readiness, dropout prevention, and secondary transition. Through an iterative process, the focus group data were analyzed and the framework was refined based on findings. Implications for practice and suggestions for future research are discussed. academics and should include non-academic skills (e.g., critical thinking, self-monitoring, study skills) in conjunction with contextual influences such as student motivation and engagement (Savitz-Romer, 2013) and knowledge of postsecondary requirements. Other researchers have extended college and career readiness definitions to apply more explicitly to certain subgroups, such as students with a range of disabilities (Kearns et al., 2011). Taken together, these calls and initiatives emphasize the need for an organizing framework for ensuring all students with disabilities are college and career ready.The purpose of this qualitative study was to elicit feedback from key state-level stakeholders in articulating, clarifying, and refining an organizing framework of CCR that emphasized academic and non-academic skills benefiting students with disabilities. The framework was developed based on the broad literature base in psychology, educational leadership, secondary education, and transition to adult life for students with disabilities. The proposed framework was then shared with two focus groups of state-level secondary transition 4 leaders during national meetings. Through an iterative process, after each focus group, the framework was refined and clarified, with stakeholder input thereby affirming the importance of the six domains when considering state-level implementation of CCR initiatives with students with disabilities. College and Career Readiness: Academic and Non-Academic FactorsCCR is a multidimensional construct that includes academic (e.g., grade point average, college admission exam scores) and non-academic factors (e.g., student motivation, engagement). Unfortunately, CCR models and measures (including the CCSS) rely primarily on academic indicators, yet there is evidence to show these measures do not sufficiently align with knowledge and skills needed by first-year college students (Brown & Conley, 2007). Moreover, the College and Career Readiness and Success Center posits three broad areas that must be addressed when defining CCR: academic knowledge, pathway knowledge, and skills for lifelong

Including College and Career Readiness Within a Multitiered Systems of Support Framework

“…Recently, Morningstar, Lombardi, Fowler, and Test (2017) recommended an organizing CCR framework for students with disabilities emphasizing academic and nonacademic factors. This framework emerged iteratively through a review of existing CCR education research using models and research described previously as well as focus groups with state-level education leaders responsible for secondary special education as well as other initiatives targeting at-risk youth (e.g., dropout prevention systems).…”

“…Academic engagement relies on behaviors and skills needed to be productive and develop work habits transferable to college and career settings. Three areas of academic engagement were identified by Morningstar et al (2017): cognitive/content, knowledge structures, and behaviors. Cognitive engagement refers to linking ideas and organizing concepts across and within content, thereby making knowledge relevant and meaningful.…”

“…The fifth CCR domain was influenced by research emphasizing social emotional development as well as school and community engagement (e.g., communication, empathy, social awareness, respect for diversity; Morningstar et al, 2017). Interpersonal skills linked to school success are foundational in preparing students for postsecondary education and the workforce.…”

Contextual Predictors of Self-Determined Actions in Students With and Without Intellectual Disability

“…Students with intellectual disability can experience challenges during the period of transition from secondary to postschool life (e.g., from school to work, postsecondary education, and community living) as social and contextual demands gradually increase from classroom and family context requirements to job and citizenship demands (Morningstar, Lombardi, Fowler, & Test, ; Wehman, ). These changing demands create a need for environmental supports embedded in the community and individualized supports provided across work and education settings (Shogren, Luckasson, & Schalock, ).…”

“…MTSS is an approach to organizing high‐quality academic and behavioral supports for all students, and utilizes a three‐tiered model of supports based on student needs. Efforts have been made to emphasize college and career readiness skills in MTSS, which is naturally aligned with efforts to promote self‐determination (Morningstar et al., ). The ultimate goal of MTSS implementation encompasses the promotion of social, behavioral, and academic competences providing a framework to teach transition skills and foster greater personal outcomes.…”