Promoting Successful Transitions: What Can We Learn From RTI to Enhance Outcomes for All Students?

Thomas, Suzanne B.; Dykes, Frank

doi:10.1080/10459880903217978

Cited by 51 publications

(13 citation statements)

References 13 publications

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“…The transition process planned should benefit the students, as the program identify desired outcomes, plan experience and acquire knowledge and skills to meet these goals. Moreover, Thomas and Dykes (2011) believed that previous experiences, the ability to crystallize and clarify their preferences and interests, and the ability to communicate preferences and interest in an age appropriate manner is sufficient to function in the real world of employment. It is essential for the students to be prepared before venturing into the working world and earn a living on their own.…”

Section: Discussionmentioning

confidence: 99%

Transition Program: The Challenges Faced by Special Needs Students in Gaining Work Experience

Alias¹

2014

IES

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Transition program for special needs students is known to open opportunities for students with learning disabilities to gain work experience in actual work environment. The program provides training activities and also an opportunity to go for internship to gain work experience. Therefore, this study is to identify the challenges faced by special needs students in gaining work experiences during their internships. Two students were selected and trained to acquire work-related skills as preparation for their internships. Findings from this study revealed that, at the beginning of the internships, both of the students have to overcome several challenges, working in their respective work places. The students were having problem in adjusting to their new work environment, interacting with co-workers, understanding instructions and also displaying negative attitudes. Fortunately with the assistance from special education teachers, supervisors and co-workers, both special needs students have proven that they were able to gain valuable work experience at the end of their transition program.

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Section: Discussionmentioning

confidence: 99%

Transition Program: The Challenges Faced by Special Needs Students in Gaining Work Experience

Alias¹

2014

IES

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“…As children with autism spectrum disorders (ASD) transition into adulthood, they face substantial challenges [9,10,12]. Youth with disabilities report greater feelings of isolation as well as more limited engagement in community activities and social relationships [11,13].…”

Section: Introductionmentioning

confidence: 99%

HygieneHelper

Hayes

Hosaflook²

2013

Proceedings of the 12th International Conference on Interaction Design and Children

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In this paper, we describe a mobile system to support youth with autism spectrum disorder (ASD) learn about and track healthy hygiene behaviors, HygieneHelper. This mobile application was developed as the result of a multi-year action research project with six school districts and two county agencies all focused on using mobile technologies to help teens and young adults develop skills for independent living and employment. HygieneHelper includes multi-media learning modules, an interactive customizable interface for tracking and monitoring progress on hygiene routines, and prompting and feedback from a virtual coach.

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“…Transition planning can be a powerful process for affecting successful movement from school to postschool for students receiving special education services (Thomas & Dykes, 2010). Transition services are defined as follows:…”

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confidence: 99%

Meeting the Needs of the Hidden Minority: Transition Planning Tips for LGBTQ Youth

Dykes

Thomas

2015

Preventing School Failure: Alternative Education for Children a

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Effective transition planning requires school personnel to ascertain the preferences and interests of the student and to focus on services including instruction, related services, employment, and postschool living arrangements necessary to support postschool outcomes. While great strides have been made in meeting the needs of students with disabilities from diverse cultural and linguistic backgrounds, lesbian, gay, bisexual, transgender, and questioning (LGBTQ) students with disabilities are often marginalized and disregarded in this process. This article aims to provide tips for effective transition planning for LGBTQ youth with disabilities.

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Promoting Successful Transitions: What Can We Learn From RTI to Enhance Outcomes for All Students?

Cited by 51 publications

References 13 publications

Transition Program: The Challenges Faced by Special Needs Students in Gaining Work Experience

Transition Program: The Challenges Faced by Special Needs Students in Gaining Work Experience

HygieneHelper

Meeting the Needs of the Hidden Minority: Transition Planning Tips for LGBTQ Youth

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