Four Supportive Pillars in Career Exploration and Development for Adolescents with LD and EBD

Abstract

In addition to typical career development and vocational programs in general education, providing school-based programs that are directly linked to employment and career development for youth with learning and emotional and behavioral disabilities is a legally mandated service in special education. Several broad research-based strategies are common to successful career development, vocational, and transition education programs: implementing career assessments, providing extracurricular and early work experiences, developing social capital, and providing opportunities for students’ self-determination. Tips and resources for each of these strategies are provided.

Educational transition outcomes of children and adolescents with clinically relevant emotional or behavioural disorders: results of a systematic review

“…This review has shown post-transitional short-and long-term changes in children with clinically relevant EBDs that should be taken into account both in support arrangements and in research. To create an inclusive environment, model projects could integrate individual approaches for pre-transitional assessment, personal future planning, individual education programmes, transition programmes and family activities, as well as academic, vocational and community placements, into an overall transition support concept for students with clinically relevant EBDs (for example, Cheney, 2012;Sansosti et al, 2017;Trainor et al, 2012). For instance, a study conducted in eight European countries has found that an inclusive environment, the involvement of both the child and parents in the transition process (for example, shared decision-making) and the way in which the transition was planned and organised have an influence on successful educational transitions for children with special educational needs (Ravenscroft et al, 2017).…”

Planning and Implementing Student-Led IEPs for Students With EBD

“…Self-determination and active IEP meeting participation have been linked to improved postschool outcomes for students with disabilities and remain critical features of successful transition planning for students with EBD (Test, Mazzotti, et al, 2009; Trainor, Smith, & Kim, 2012). Self-determination has been operationally defined as “the ability to make choices, solve problems, set goals, evaluate options, take initiative to reach one’s goals, and accept consequences of one’s actions” (Rowe et al, 2015, p. 121).…”

Social Capital Considerations in Transition for Students With Emotional and Behavioral Disabilities

“…Successful transition planning for students with EBD is a process that requires an individualized approach centered on assessment, authentic experiences, self-determination, and social capital (Trainor et al, 2012). While the other areas have been well defined and explored, there is currently a paucity of literature that explores the connection between evidence-based practices and a systematic approach for addressing social capital in transition planning.…”

“…Social capital is generally understood as the way close relationships and expansive social networks function to increase one’s access to resources, support, and other forms of capital (Putnam, 2000). Studied in other fields for decades, social capital has recently been applied to improve vocational rehabilitation efforts and special education transition planning for individuals with disabilities (Condeluci, Ledbetter, Ortman, Fromknecht, & DeFries, 2008; Trainor, Smith, & Kim, 2012). A social capital approach for transition planning helps students identify and develop the supports needed for going through major transitions.…”