The purpose of this study was to determine the influence industrial arts had on post-high school students in regard to their present field of work or study. The respondents were working in or pursuing additional education in fields directly related to the industrial arts courses they took in high school.

In the U.S. students in public schools with disabilities are protected via special education services under the Individuals with Disabilities Education Act (Individuals with Disabilities Education Act, 2004). As part of these regulations, schools are required to provide students aged 16 years and older with transition services to prepare them for life as adults. Research shows that there are links between participation, social engagement, work and well-being (Cacioppo, et al., 2014; Gilson, et al., 2022; Holt-Lunstad, 2018; Macdonald, et al., 2018) as well as a link between social isolation and increased mortality and morbidity (Snyder-Mackler, et al., 2020; Yang, et al., 2016), and yet parents of individuals with moderate to severe/profound, complex, or low-incidence disabilities do not always have transition experiences they feel set their child up for success in real-life situations (Lee & Kim, 2021; Snell-Rood, et al., 2020). This research study used a mixed methods structure to obtain research regarding parent perspectives on specific areas schools need to address to create strong and meaningful transition plans for their students who have more involved disabilities and may require more support. A literature review, a web-based parent survey, 6 one-to-one interviews, and a focus group of 4 interview participants were conducted to drive development of an online, self-paced instructional course comprised of five modules designed to be implemented with school administrators and IEP team members (including, but not limited to teachers, related service providers, psychologists, support staff, parents and students) highlighting immediately implementable strategies to strengthen the IEP transition process in which they participate. Results compiled from all sources support five main areas or themes for creating meaningful transition: collaboration/team/relationships, community based/real-life instruction, presumed competence/mindset, knowledge, and skills (of the parent and school team members), and individualizing the IEP. Additional research supports the use of specific team members (e.g. vocational rehab transition specialist (Plotner & Dyamond, 2017)) and a case is made for ensuring transition teams for students with moderate to severe/profound, complex or low-incidence disabilities include occupational therapists who are trained in the value of using meaningful participation to improve quality of life for their clients (AOTA, 2020). / Temple University. College of Public Health / Health and Rehabilitation Sciences

Special education teachers sometimes experience problems with knowing how to construct and write transition goals that meet Indicator 13 requirements of the Individuals with Disabilities Education Act. This project examined the effects of teacher training in Indicator 13 requirements on the quality of transition goals. Participants included 17 special education teachers from one school district located in a western state. Target behaviors where increasing each participants’ post-test goal quality scores from individualized transition plans (ITP) written after they demonstrated knowledge about requirements through a post-instruction goal quality writing probe. Procedures involved (a) a pre examination of participants’ transition goals that were written for students prior to the training, (b) an instructional session on what needs to be included to meet Indicator 13 goal requirements, (c) a writing probe on a hypothetical student after the training to make sure the participants can write a goal statement, and (d) a post examination of participants’ transition goals written after the training. The researcher noted that participants’ demonstrated adequate goal-writing on the writing probe (6.88 out of 7.00) and that data collector ratings of goal quality scores increased from 2.82 to 6.53 mean ratings on a zero-to-seven point scale. These results could have implications in terms of participants’ transition goals becoming consistent with Indicator 13 requirements.

Whether or not to provide post-high school education for the farm youth and adult is a highly controversial issue facing many school administrators and teachers of vocational agriculture in Utah today. If one is to start farming and make continuous progress until he becomes a full-fledged farmer in requires several years of training beyond the high school vocational agricultural period. This is because of a lack of maturity and lack of time, during the high school period, when the individual must and should get a general education.

Submitted by Cássia Santos (cassia.bcufg@gmail.com) on 2017-06-21T12:33:52Z No. of bitstreams: 2 Tese - Aldrin Vianna de Santana - 2017.pdf: 8027620 bytes, checksum: 9653452efb41d2e8412187d88e974239 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2017-07-10T13:10:45Z (GMT) No. of bitstreams: 2 Tese - Aldrin Vianna de Santana - 2017.pdf: 8027620 bytes, checksum: 9653452efb41d2e8412187d88e974239 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-07-10T13:10:45Z (GMT). No. of bitstreams: 2 Tese - Aldrin Vianna de Santana - 2017.pdf: 8027620 bytes, checksum: 9653452efb41d2e8412187d88e974239 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-05-29 / This research topic is the post-high-definition images and, for this, we especially discuss the current generalization regarding distribution, consumption and visualization possibilities. Your objective is to understand the transformation of the image in relation to a structure of scientific visualization in contemporaneity. We defend that this is a way to expand the in-depth reflection of the evolutionary process produced by the image of very high definition, especially in segments such as entertainment and the scientific word. During the research, we proposed an investigation capable of identifying and assessing how post-high-definition images have influenced the science in the contemporaneity. Our effort focused on highlighting the importance of the post-high-definition as a conductor of the discovery process, especially as it has helped unveil the planet Mars. / Esta pesquisa tem como tema as imagens em pós-alta-definição, especialmente no que tange à atual generalização sobre distribuição, consumo e possibilidades de visualização. Seu objetivo é compreender a transformação da imagem como uma estrutura de visualização científica contemporânea, por isso, toda a defesa está pautada em expandir a reflexão, aprofundando o processo evolutivo produzido pela imagem de altíssima definição, notadamente no setor do entretenimento e na ciência. Durante o estudo, foi proposta uma investigação que pudesse identificar e avaliar o quanto as imagens em pós-alta-definição podem e são usadas na ciência em nossos dias. Todo o esforço se concentrou em evidenciar sua importância como condutora do processo de descobertas e, principalmente, sua contribuição para desvendar o planeta Marte.

Graduation from high school has become the accepted educational goal for most Americans and stands as the minimum requirement not only for higher education but also competitive positions in the employment market. The general public, the government, business, industry and education have great interest in the plans and decisions of high school graduates.

This study gathered information about adults with disabilities who were served with special education services during high school and incarcerated after high school, on their job preparation plan and explored the effects of that preparation on the individual's perception of successful transition after high school. It also investigated what, if anything, could have been done in high school to prevent their entrance or continuation in the criminal justice system. Due to the difficulty in accessing this population, only three individuals were interviewed. However, the rich information provided from this study indicated that to help them live independently and successfully transition into adulthood and avoid incarceration, they needed the following supports: more teaching of practical skills while in high school to help them have better control of their anger and emotions, and help obtaining a job of interest, that would allow financial stability and skills. This information may be beneficial to teachers developing appropriate Individualized Transition Plans. This information could allow educators to more effectively prepare their students to transition effectively and prevent them from becoming incarcerated.