Transitional Assessment Model for Students With Severe and/or Multiple Disabilities: Competency-Based Community Assessment

Karan, Orv C.; DonAroma, Pamela; Bruder, Mary Beth; Roberts, Laura A.

doi:10.1352/1934-9556-48.5.387

Cited by 11 publications

(10 citation statements)

References 24 publications

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“…Moreover, providing transition programming to students solely on the basis of having a "severe disability" would be inappropriate and inadequate. Findings from this study reaffirm strong empirical support for previous recommendations for individualized programming (Karan et al, 2010;Neubert, 2011;Sitlington & Clark, 2007).…”

Section: Discussionsupporting

confidence: 86%

“…One essential element of high-quality transition assessment and planning involves integrating the perspectives of multiple individuals who know a student well and/or who are familiar with the expectations of current or future environments in which a student participates or will participate Karan, DonAroma, Bruder, & Roberts, 2010;Sitlington & Clark, 2007). Proponents advocate this approach because the scope of transition planning is typically broader than other educational planning endeavors, addressing multiple transition domains (e.g., academics, vocational, interpersonal relationships, health), contexts (e.g., classrooms, workplaces, residential placements), time points (in school and postschool), and support systems (e.g., schools, adult agencies, families, community supports).…”

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confidence: 99%

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

2012

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Although federal law now mandates age-appropriate transition assessment as a key component of high-quality transition planning, little research exists to guide educators on what they might learn when undertaking this process. In this study, the authors examined teacher and parent assessments of the transition-related strengths and needs of 134 youth with severe intellectual and developmental disabilities who were eligible for the state's alternate assessment. The perspectives of teachers and parents regarding the transition-related strengths and needs of particular students often diverged in key ways. Students with severe disabilities were perceived as having a range of transition-related strengths across the nine transition domains. Although a number of transition-related needs were identified by teachers, the transition profiles of individual students within this sample were quite heterogeneous. The authors offer recommendations for strengthening the transition assessment and planning process by incorporating multiple perspectives, and present important directions for future research on transition assessment.

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Section: Discussionsupporting

confidence: 86%

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confidence: 99%

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

2012

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“…This finding underscores the need for individualized transition plans based on high expectations, matched with individualized supports, and meaningful and feasible goals. Other scholars have provided empirical support for individualized service planning (e.g., Karan et al, 2010). The parents’ uncertainty regarding how to set appropriate expectations based on their child’s strengths and challenges—and then to advocate for necessary services—suggests the need for school-based parent education.…”

Section: Discussionmentioning

confidence: 99%

Autistic Young Adults’, Parents’, and Practitioners’ Expectations of the Transition to Adulthood

Curtiss

Lee

Chun

et al. 2020

Career Development and Transition for Exceptional Individuals

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Parental expectations are important for autistic youth during the transition to adulthood, but less is known about the expectations of other stakeholder groups. The current study examines the similarities and differences in expectations among autistic youth, parents, and professionals. Data were collected through six focus groups with 24 participants (7 parents, 11 professionals, and 6 young adults on the autism spectrum). Thematic analysis was used to identify five themes: normative hopes, living with uncertainty, mismatch of reality and expectations, impairments shape expectations, and services dictate expectations. Autistic youth expressed the most optimism for the transition to adulthood. All stakeholder groups touched on the tension between matching expectations with abilities; however, only professionals indicated a direct relation between expectations and abilities. Both parents and professionals highlighted the role of service availability in shaping expectations.

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“…When organizing vocational special education, it is important to pay attention to the individual people's strengths and needs for support (cf., Karan et al, 2010;Neubert & Leconte, 2013). Their own participation in educational planning and decision making can make it possible to them learn and practice life-planning and decision-making skills.…”

Section: The Human-centered Approach Of Arranging Education For Peoplmentioning

confidence: 99%

“This is the School I Want” Young Adults with Intellectual Disability Describe Their Perceptions of a Good Vocational School

Hermanoff¹,

Määttä

Uusiautti

2016

JSE

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Vocational education is a remarkable phase of life for all young people, including the ones with intellectual disability (ID). In addition to vocational skills and knowledge, vocational special education provided to people with ID has to meet their needs and enhance their life-management skills. However, their own perceptions of the quality of education has been less studied. The purpose of the research at hand was to give voice to young adults with ID themselves and ask how they would describe their ideal vocational school. In this qualitative study, 14 Finnish young adults with ID (aged 17-23) were interviewed. The study employed a narrative approach to reach the participants' voices and experiences. According to the ISSN 2162-6952 2017 www.macrothink.org/jse 2 findings of this research, the location of the study place, company of same-aged peers, supportive teachers and tutors, and varied teaching arrangements typified a good study place. As the conclusion of the study, the ideal school according to the perceptions of young adults with ID is presented as a combination of the physical, pedagogical, and social learning environments. Education that can be molded according to individual needs and provides sufficient and tailored support and guidance services-in addition to hearing the young adults' own hopes and wishes-strengthen personal sense of responsibility, and transition toward adulthood and as independent life as possible. Journal of Studies in Education

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Transitional Assessment Model for Students With Severe and/or Multiple Disabilities: Competency-Based Community Assessment

Cited by 11 publications

References 24 publications

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

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

Autistic Young Adults’, Parents’, and Practitioners’ Expectations of the Transition to Adulthood

“This is the School I Want” Young Adults with Intellectual Disability Describe Their Perceptions of a Good Vocational School

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