Transition Assessment and Planning for Youth With Severe Intellectual and Developmental Disabilities

Carter, Erik W.; Brock, Matthew E.; Trainor, Audrey A.

doi:10.1177/0022466912456241

Cited by 86 publications

(54 citation statements)

References 36 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The findings related to youth and parent college and job expectations are in agreement with other stud-ies where youth, parent, and/or teacher expectations were identified as critical factors related to the services accessed and outcomes realized by participants (Carter, Brock, & Trainor, 2014;Cmar, McDonnell, & Markoski, 2018;West, Sima, Wehman, Chan, & Luecking, 2018). An expectation, in effect, is a goal or desired outcome expressed by the participant, which in turn may be related to the youth and parent being more likely to be engaged in advocating for services and supports associated with that expectation.…”

Section: Youth and Parent Job And College Expectationssupporting

confidence: 88%

Career and work-based learning interventions for young recipients of Supplemental Security Income

Tucker

Guillermo

Corona

2019

JVR

View full text Add to dashboard Cite

BACKGROUND: The Workforce Innovation and Opportunity Act prioritized provision of vocational rehabilitation (VR) services to young adults with disabilities, reinforcing the importance of assisting young persons with disabilities to prepare for and engage in employment. OBJECTIVE: The purpose of this investigation was to examine patterns of provision of career and work-based learning interventions to young SSI recipients. METHODS: This investigation was accomplished through analysis of case service data of 1,646 individuals who participated in a multiyear program designed to improve educational and employment outcomes. Discrepancies in career and work-based learning interventions were examined based upon age, gender, disability type, parent employment status, parent education level, and youth and parent expectations about work and education. RESULTS: No differences in interventions were observed by gender, age at enrollment, or type of disability. Affirmative expectations about going to work or attending college after completing high school were associated with higher mean intervention scores for some types of career and work-based learning interventions. CONCLUSIONS: Findings suggest that gender, age, and disability did not contribute to differences in provision of services to young SSI recipients. Additional findings underscore the importance of fostering youth and parent expectations about youth engaging in work after completing high school.

show abstract

Section: Youth and Parent Job And College Expectationssupporting

confidence: 88%

Career and work-based learning interventions for young recipients of Supplemental Security Income

Tucker

Guillermo

Corona

2019

JVR

View full text Add to dashboard Cite

show abstract

“…Among those students who may struggle most are youth with autism and youth with intellectual disability (ID). Considerable attention has focused on connecting these young people to the services, supports, and relationships needed to experience a high quality of life during and after high school (e.g., Carter et al 2014;Foley et al 2012;Test et al 2014).…”

Section: Introductionmentioning

confidence: 99%

Quality of Life for Transition-Age Youth with Autism or Intellectual Disability

Biggs

Carter

2015

J Autism Dev Disord

Self Cite

105

View full text Add to dashboard Cite

We examined the subjective health and well-being of 389 transition-age youth with autism or intellectual disability using the parent proxy version of the KIDSCREEN-27. Parents reported well-being of youth with autism and youth with intellectual disability lower than a normative sample in the domains of Physical Well-being, Psychological Well-being, and Social Support and Peers. For both groups of young people, the lowest ratings were reported in Social Support and Peers. Higher ratings of well-being in one or more domains were predicted by minority status, youth character strengths, involvement in community activities, and religious faith. Challenging behaviors, autism, age, and speech as the primary mode of communication were predictive of lower ratings of well-being. We discuss implications for special educators and service providers and offer directions for future research.

show abstract

“…For many young people, it is desirable to follow the post-school results, to get their own personal experiences and insights. In this process, areas that are valuable such as employment, community participation, post-secondary education, social relations and health remain short-term or inaccessible areas for individuals with special needs (Carter, Brock, & Trainor, 2014). The smoothness of the transition from school to later life depends on the development of students, the level of readiness, the complexity of needs, the possibilities of the students and their families, and the existence of environmental supports (King et al, 2005).…”

Section: Transition From School To Adulthoodmentioning

confidence: 99%

Özel Eğitimde Geçiş Planlama ve Hizmetleri

Aktaş

Kot²,

Yıkmış³

2020

Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi

View full text Add to dashboard Cite

ÖzGeçiş, bireylerin yaşantılarında çeşitli değişiklikler gerektiren ve yaşam boyu devam eden bir süreçtir. Bu süreçte özel gereksinimli bireyler, birtakım zorluklarla karşılaşmakta ve desteğe ihtiyaç duymaktadırlar. Geçiş hizmetleri planlaması, özel gereksinimli bireylerin değişim gerektiren çeşitli süreçlere uyumlarını sağlamak ve özel gereksinimli bireyler ile ailelerine verilen destek hizmetlerini sürekli hale getirmek amacı ile yapılmaktadır. Geçiş dönemleri; erken müdahale programlarından, okul öncesi, anasınıfı, ilkokul, ortaokul, lise, yükseköğretim, okuldan iş yaşamı ve toplumsal yaşama geçişi kapsayan uzun soluklu bir süreci içermektedir. Türkiye' de geçiş planlamaları ile ilgili belirgin yasal dayanakların bulunmaması özel gereksinimli bireylerin tüm geçiş dönemlerinde çeşitli zorluklar yaşamalarına, programlar arasında kopuklukların olmasına, kendilerine sunulan özel eğitim hizmetlerinden yeterince yararlanamamalarına neden olmaktadır. Bu nedenle bu çalışmada; geçiş kavramı, dünyada geçişin yasal dayanakları, geçiş planlama süreci, geçiş planlamasını etkileyen etmenler, geçiş dönemleri, geçiş değerlendirme süreçleri ve Türkiye'de geçiş ile ilgili yapılan çalışmalar açıklanmaya çalışılmıştır.Anahtar sözcükler: Geçiş, geçiş hizmetleri, geçiş planlama, geçiş süreçleri, özel eğitim. -Hacıibrahimoğlu, B. (2013). Özel gereksinimli öğrencilerin ilköğretime geçişte yaşadıkları güçlüklerin belirlenmesi [Determination the difficulties of the students with special needs by teachers as transition to elementary school] (Doktora tezi). Yıldırım AbstractTransition is a life-long process that requires a variety of changes in individuals' lives. In this process, individuals with special needs face a number of challenges and need support. Transition services planning is carried out in order to ensure that individuals with special needs adapt to various processes that require change and to make the support services provided to individuals with special needs and their families permanent. Transitional periods include a long-term process involving early intervention programs, pre-school, kindergarten, elementary school, junior high school, high school, higher education, school to business life and social life. Lack of significant legal basis for transition planning in our country causes individuals with special needs to experience various difficulties during all transition periods, there are gaps between the programs, and they cannot benefit from the special education services offered to them. For this reason, in this study, the concept of transition, the legal bases of transition in the world, the transition planning process, factors affecting transition planning, transition periods, transition, transition assessment process and the studies related to the transition in Turkey have been tried to be explained.

show abstract

Transition Assessment and Planning for Youth With Severe Intellectual and Developmental Disabilities

Cited by 86 publications

References 36 publications

Career and work-based learning interventions for young recipients of Supplemental Security Income

Career and work-based learning interventions for young recipients of Supplemental Security Income

Quality of Life for Transition-Age Youth with Autism or Intellectual Disability

Özel Eğitimde Geçiş Planlama ve Hizmetleri

Contact Info

Product

Resources

About