What Do Transition Assessments Look Like for Students With a Significant Cognitive Disability? A Multistate Survey of Educational Stakeholders

Deardorff, Malarie E.; Pulos, Joshua M.; Suk, Andrea; Williams-Diehm, Kendra; McConnell, Amber E.

doi:10.1352/2326-6988-8.1.74

Cited by 3 publications

(3 citation statements)

References 16 publications

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“…§ 1416[a][3][B]), with more than half of all U.S. states and territories requiring transition plans at younger ages, most commonly at age 14 (Suk et al, 2020). Within this legislation, school districts must incorporate annual transition goals in the IEP, based upon current and appropriate assessments (Deardorff et al, 2020) in the areas of (a) employment, (b) further education, and (c) independent living, with best practices ensuring goals are provided for independent living, regardless of disability category or level of support needed (Williams-Diehm et al, 2021). Further best practice specifically states that a minimum of two transition assessments should be used and at least one of those assessments should be considered formal, defined as having validity and reliability evidence to support the assessment interpretations (Prince et al, 2014).…”

Section: Discussionmentioning

confidence: 99%

“…Current research studies indicate that professional educators often do not utilize sound, research-supported transition assessments to develop transition goals, but instead utilize easily available questionnaires and interviews, often coupled with educational testing already in existence (Deardorff et al, 2020). To ensure best practice (Prince et al, 2014), educators must employ formal transition assessments in the development of transition goals.…”

Section: Recommendations and Future Researchmentioning

confidence: 99%

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Piloting an Assessment of Foundational Workplace Competencies for Students With Disabilities and Competitive Employment Aspirations

Hennessey

Williams-Diehm

Martin

2023

Career Development and Transition for Exceptional Individuals

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It is critical students with disabilities be adequately prepared with the foundational competencies necessary for entry-level employment. However, the field needs a research-based, structurally sound assessment to assist teachers in assessing such competencies and then writing appropriate transition goals. The purpose of this pilot study is to determine whether modifications can be made to the Employer Identified Trait Assessment (EITA) for use in school settings without altering its underlying structure. Data were collected from 402 transition-aged students, professionals, and family members. Three versions of the EITA were modified for use in this pilot study. Results show modifications did not influence the underlying assessment structure. Implications for practice are discussed.

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Section: Discussionmentioning

confidence: 99%

Section: Recommendations and Future Researchmentioning

confidence: 99%

Piloting an Assessment of Foundational Workplace Competencies for Students With Disabilities and Competitive Employment Aspirations

Hennessey

Williams-Diehm

Martin

2023

Career Development and Transition for Exceptional Individuals

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“…Indeed, SWD who were self-determined were more likely to be assertive, independent, employed, and integrated within the community (Ward, 2005; Wehmeyer & Palmer, 2003; Wehmeyer & Schalock, 2001). Mandated transition planning for SWD provides educators with a useful system for linking self-determination strategies with civic education because the process involves student-centered goal setting for life after high school (Carter et al, 2008; Deardorf et al, 2020; Vakil et al, 2010). However, critical disability studies scholars warn that the concept of self-determination is frequently co-opted by pedagogy that reinforces circumscribed expectations of social regulation and academic performance (Peterson, 2009).…”

Section: Literaturementioning

confidence: 99%

Civic Equity for Students With Disabilities

Bueso

2022

Teachers College Record: The Voice of Scholarship in Education

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Background/Context: In its pursuit for equal opportunity for all students, the field of civic education has largely ignored a significant segment of the school population: students with disabilities (SWD). While numerous studies have documented the benefits of high-quality civic learning for youth, these benefits are not equally distributed among students. Indeed, White students, economically advantaged students, and students in higher tracked classes are the most likely to participate in high-quality civic learning opportunities. Meanwhile, little is known about the high-quality civic learning opportunities provided to SWD because they are routinely absent from research and policy discussions. Purpose/Objective/Research Question/Focus of Study: Any meaningful commitment to respecting SWD as competent, contributing citizens in a democratic society requires preparing them to advocate for themselves and for others as fully as possible, which in turn requires high-quality civic learning opportunities in our schools. Moreover, we need to better understand which students are included in civic education and in what ways because these efforts communicate important lessons about who is a valued member of “we the people” and the school community. As such, this study explores the current landscape of civic education for SWD by examining the extent to which they receive equitable exposure to high-quality civic learning opportunities and engage civically within their communities. Research Design: Drawing on more than 48,000 survey responses from high school students in Chicago Public Schools, a quantitative analysis was conducted to examine the relationship between four demographic variables (disability status, socioeconomic status, race/ethnicity, and gender) and seven outcome variables attending to both traditional and digital forms of civic education. Notably, this appears to be the first large-scale empirical study to examine these indicators for SWD. Conclusions/Recommendations: There are statistically significant differences between the civic education experiences provided to SWD and students without disabilities, even when controlling for socioeconomic status, race/ethnicity, and gender. In particular, SWD are more likely to be excluded from discussion-based experiences than service-based experiences. Moreover, the magnitude of the differences based on disability status was equal to or greater than that of the differences explained by other demographic variables in the majority of cases. These findings demonstrate that disability status is a factor that deserves greater attention in civic education research and pedagogy.

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Discovering ME: An innovative planning tool for students with significant disabilities

Holland,

St. John,

Getzel

2024

JVR

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BACKGROUND: The Individuals with Disabilities Act (IDEA) requires transition plans for students with disabilities to be based on high-quality, age-appropriate transition assessments. However, educators struggle to garner reliable assessment results for students with significant disabilities, because so few assessments are designed or validated for students with these barriers. OBJECTIVE: The purpose of this practice brief is to share details on the process, called Discovering ME, which provides an effective transition assessment and planning tool that is critical to increasing students’ employment outcomes, especially for those who face the most significant barriers to employment. METHODS: Sixty-one students across rural, urban, and suburban school districts participated in Discovering ME. Data were collected across five years, including demographic information and examples of students’ top career cluster areas for future employment. In addition, a statewide survey was conducted with educators participating in Discovering ME on the effectiveness of this early career planning process. RESULTS: The Discovering ME process provides career-related opportunities for students with significant barriers in the home, school, and community in a variety of career clusters based on their expressed interests. Educators report that the focus of this process on students and their interests helped to create positive experiences for them by creating opportunities for success. CONCLUSION: The Discovering ME process provides students with disabilities with authentic, coordinated career awareness and development activities and the building of self-determination, work readiness, and community integration skills.

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What Do Transition Assessments Look Like for Students With a Significant Cognitive Disability? A Multistate Survey of Educational Stakeholders

Cited by 3 publications

References 16 publications

Piloting an Assessment of Foundational Workplace Competencies for Students With Disabilities and Competitive Employment Aspirations

Piloting an Assessment of Foundational Workplace Competencies for Students With Disabilities and Competitive Employment Aspirations

Civic Equity for Students With Disabilities

Discovering ME: An innovative planning tool for students with significant disabilities

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