Where Common Core meets effective transition: You can have a job

Rammler, Linda H.; Ouimette, Michelle

doi:10.3233/jvr-160795

Cited by 2 publications

(1 citation statement)

References 9 publications

(7 reference statements)

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“…There are three versions of the template (secondary, elementary, and functional). The secondary version has 14 slides created to support the elements of the Summary of Performance along with self-determination skills and culturally responsive practices (Lee, Palmer, & Wehmeyer, 2009;Rammler & Ouimette, 2016: Rowe, Mazzotti, & Sinclair, 2015. The elementary version has 13 slides with two levels of language prompts-early elementary written with 2 nd grade and upper elementary written with 4 th grade (Palmer & Wehmeyer, 2003;Papay, Williams-Diehm, & Mitchell, 2015).…”

Section: Culturally Responsive Student Transition Presentationmentioning

confidence: 99%

Enhancing the Transition Process for TK–12 Students Using the Culturally Responsive Student Transition Presentation

Jez¹

2019

Proceedings of the 2019 AERA Annual Meeting

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TK-12 learners transition many times throughout their education and often teachers are not prepared for the legal, educational, and/or ethical supports needed during these times. Seventyfive preservice teachers implemented the Culturally Responsive Student Transition Presentation (CRSTP) with students with diverse learning needs. The educators reflected on the CRSTP process including changes they made to the template, the effectiveness on using the it to support transitions, and lessons learned about students, families, and teaching. Results indicated all preservice teachers found the CRSTP useful. They became more aware of their biases and assumptions about students. Revisions to the CRSTP template include additional, ageappropriate prompts, links to resources, and recommendations for discussing sensitive topics such as ability/disability and culture. PurposeThis study examined the experiences of preservice teachers implementing the CRSTP with TK-12 students with diverse learning needs. The research questions were:• What changes would improve the CRSTP template?• To what extent do preservice teachers perceive the CRSTP as an effective tool in meeting the needs of students from diverse backgrounds throughout the TK-12 transition experiences? • What did preservice teachers learn about their learners, families, and themselves through the CRSTP process?Students with disabilities often struggle with employment, education, and independent living after leaving high school (

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Section: Culturally Responsive Student Transition Presentationmentioning

confidence: 99%

Enhancing the Transition Process for TK–12 Students Using the Culturally Responsive Student Transition Presentation

Jez¹

2019

Proceedings of the 2019 AERA Annual Meeting

View full text Add to dashboard Cite

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Interventions for improving employment outcomes for persons with autism spectrum disorders: A systematic review update

Fong

Taylor

Berdyyeva

et al. 2021

Campbell Systematic Reviews

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Background The incidence of autism spectrum disorders (ASD) is on the rise. Currently, 1 in 59 children are identified with ASD in the United States. ASD refers to a range of neurological disorders that involve some degree of difficulty with communication and interpersonal relationships. The range of the spectrum for autism disorders is wide with those at the higher functioning end often able to lead relatively independent lives and complete academic programs even while demonstrating social awkwardness. Those at the lower functioning end of the autism spectrum often demonstrate physical limitations, may lack speech, and have the inability to relate socially with others. As persons with ASD age, options such as employment become increasingly important as a consideration for long‐term personal planning and quality of life. While many challenges exist for persons with ASD in obtaining and maintaining employment, some research shows that, with effective behavioral and social interventions, employment can occur. About 37% of individuals with ASD report having been employed for 12 months or more, 4 years after exiting high school. However, several studies show that individuals with ASD are more likely to lose their employment for behavioral and social interaction problems rather than their inability to perform assigned work tasks. Although Westbrook et al. (2012a, 2013, 2015) have reviewed the literature on interventions targeting employment for individuals with ASD, this review is outdated and does not account for recent developments in the field. Objectives The objective of this review is to determine the effectiveness of employment interventions in securing and maintaining employment for adults and transition‐age youth with ASD, updating two reviews by Westbrook et al. (2012a, 2013). Search Methods The comprehensive search strategy used to identify relevant studies included a review of 28 relevant electronic databases. Search terminology for each of the electronic databases was developed from available database thesauri. Appropriate synonyms were used to maximize the database search output. Several international databases were included among the 28 databases searched. In addition, the authors identified and reviewed gray literature through analysis of reference lists of relevant studies. Unpublished dissertations and theses were also identified through database searches. The programs of conferences held by associations and organizations relevant to ASD and employment were also searched. In sum, the search strategy replicated and expanded the prior search methods used by Westbrook et al. (2012a, 2013). Selection Criteria Selection criteria consisted of an intervention evaluation using a randomized controlled trial or quasi‐experimental design, an employment outcome, and a population of individuals with ASD. Data Collection and Analysis We updated the search from Westbrook et al., replicating and broadening the information retrieval processes. Our wide array of sources included electronic databases, gray lite...

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Where Common Core meets effective transition: You can have a job

Cited by 2 publications

References 9 publications

Enhancing the Transition Process for TK–12 Students Using the Culturally Responsive Student Transition Presentation

Enhancing the Transition Process for TK–12 Students Using the Culturally Responsive Student Transition Presentation

Interventions for improving employment outcomes for persons with autism spectrum disorders: A systematic review update

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