Doctor of Philosophy / Curriculum and Instruction Programs / John A. Hortin / Secondary adolescents with disabilities (AWD) have been mandated participants in their Individual Education Plan (IEP) and Individual Transition Plan (ITP) meetings since 1990, yet overprotective and well-meaning adults have assumed their advocacy role (Janiga & Costenbader, 2002). This has weakened their (secondary AWD) ability to become self-determined. Secondary AWD should be involved with the development, implementation and execution of services and supports in their IEP/ITP in order to benefit from their participation in general education as well as develop self-determination skills. To improve transition outcomes, this study examined self-determination and socio-cultural factors (race/ethnic and gender groups) among secondary adolescents with disabilities by differentiating baseline skills among race and gender groups. The two independent variables were race/ethnicity and gender. The dependent variables were the self-determination total score and each of four domain total scores (Autonomy, Self-Regulation, Psychological Empowerment, and Self-Realization) of the Arc’s Self-Determination Scale. The literature revealed that there was not a standard for self-determination training programs for students with disabilities and teachers (Brunello-Prudencio, 2001). However, empirical data has emphasized that socio-cultural development (i.e. gender and race) could impact self-determination. Understanding the socio-cultural perspective of race/ethnicity and gender on self-determination has the potential to improve transition practices as well as highlight the importance for self-determination (Trainor, 2005). This study utilized information from the Arc’s Self-Determination Scale (Wehmeyer & Kelchner, 1995) score of secondary adolescents with disabilities to determine whether differences existed among race/ethnic and gender groups. Research findings from this study indicated significant differences in total scores among race/ethnic groups for: (1) the autonomy domain (the ability to express personal preferences or beliefs); (2) self-determination; and (3) there was no significant difference for gender on either domain score or self-determination total scores. This research revealed that a self-determination assessment instrument could be used to isolate essential abilities and behaviors by gender and race for secondary adolescents with disabilities. To promote positive outcomes among deficit areas of self-determination for secondary adolescents with disabilities, this researcher recommended differentiated strategies for educational practitioners. Differentiated strategies could focus on collaborative learning communities, experiential learning options, and reduced emphasis on competitive learning environments.

Youth with emotional or behavioral disorders (EBD) have poorer outcomes compared to their peers with and without disabilities. As a result, the federal government has mandated transition services to improve supports and ultimately student outcomes. Using data from the National Longitudinal Transition Study-2 (NLTS-2), this secondary analysis looked at services provided to youth with EBD (n = 410). The purpose of the study was to show a relationship between utilization of multiple services and the attainment of paid employment, and/or attending post-secondary education. Results indicate relationships between receiving financial services, tutoring and educational services and vocational services with attending a post-secondary institution. Logistic regression indicated a relationship between time, age and amount or services with paid employment. These results indicate the need for continuous, systematic and linked services for youth with EBD well into their twenties.

Indiana University-Purdue University Indianapolis (IUPUI) / For adults with intellectual disability life as an adult is more constrained, with fewer opportunities; the literature indicates that intellectual disability negatively impacts people across multiple life domains. Despite this adverse influence, it is largely unknown how those with intellectual disability describe their experiences with adulthood. The current study utilizes photo-elicitation interviewing methodology in an attempt to rectify this deficit. Photo-elicitation research methodology uses images, rather than text, to construct queries and prompt responses. This approach is generally undertaken in disability studies to accommodate participants’ verbal and cognitive challenges, to make abstract concepts concrete, to provide opportunity for meaningful participation, and to empower subjects within the research environment. In this study, photo-elicitation interviewing was employed with a sample of 11 young adults with intellectual disability to discover how adulthood might differ in comparison with typical peers. Participants shared their perceptions of adulthood and experiences related to family, learning/education; community/volunteering/spiritual or faith community/employment/vocation; housing/neighborhood; friends/supportive relationships/personal connections; hobbies/fun; personal health. Results replicate participants’ endorsement of the same broad criteria for adulthood attainment as typified by normative peers in the emerging adulthood literature: acceptance of responsibility for oneself; independent decision-making; financial independence. Salient emergent findings specific to the study population indicated that adulthood differs in comparison with typical peers in relation to (1), advocacy efforts to increase awareness and value of the disability experience; (2), the effect of the COVID-19 pandemic; (3), the need for continued access to support services. Access to services can only be achieved through increasing awareness of this need, recognizing the importance of this need, and prioritizing policy change to meet this need. Participants in this study have indicated that they are more than up to the task of increasing awareness through advocacy, yet it falls to social institutions such as education and government to recognize this need for ongoing support and to prioritize this need by implementing service provision policy change. / 2024-05-26

This study explored the efficacy of using a virtual college campus to teach self-determination skills to middle school students with learning disabilities. Teaching self-determination skills is considered best practice for students with disabilities as they transition into adulthood. Three measures, a self-determination knowledge measurement scale, a behavior rubric, and 15 multiple choice questions measured self-determination knowledge and skill application ability with 71 middle school students with learning disabilities. The measures were used to determine whether the students who learned about self-determination skills in the virtual college setting during one training session displayed more knowledge and application of these skills than students who learned about and applied these skills in the natural setting. Empirical data revealed that overall, students made significant gains in their capacity to be self-determined in both natural and virtual settings. Students who participated in self-determination skills training in the virtual college setting displayed significantly more self-determination skills knowledge than the two control groups. Anecdotal evidence suggested that the students who learned in the virtual learning environment were also able to generalize these skills to both home and school settings after only one training session. Recommendations were made for future studies utilizing virtual learning environments to teach students with disabilities self-determination skills and increasing the use of digital media in teacher preparation programs.

OBJECTIVE The transition of the young adult with spina bifida (YASB) from pediatric to adult health care is considered a priority by organized pediatrics. There is a paucity of transition programs and related studies. Jacksonville Health and Transition Services (JaxHATS) is one such transition program in Jacksonville, Florida. This study’s purpose was to evaluate the health care access, utilization, and quality of life (QOL) of a group of YASBs who have transitioned from pediatric care. METHODS A survey tool addressing access to health care and quality of health and life was developed based on an established survey. Records of the Spinal Defects Clinic held at Wolfson Children’s Hospital and JaxHATS Clinic were reviewed and YASBs (> 18 and < 30 years old) were identified. RESULTS Ten of the 12 invited YASBs in the Jacksonville area completed the surveys. The mean age of respondents was 25.1 years. All reported regular medical home visits, 8 with JaxHATS and 2 with other family care groups. All reported easy access to medical care and routine visits to spina bifida (SB) specialists; none reported difficulty or delays in obtaining health care. Only 2 patients required emergent care in the last year for an SB-related medical problem. Seven respondents reported very good to excellent QOL. Family, lifestyle, and environmental factors were also examined. CONCLUSIONS In this small group of YASBs with a medical home, easy access to care for medical conditions was the norm, with few individuals having recent emergency visits and almost all reporting at least a good overall QOL. Larger studies of YASBs are needed to evaluate the positive effects of medical homes on health and QOL in this population.

The purpose of this study was to understand 1) perceptions about transition services of special education teachers who work with students with intellectual disabilities (ID) and 2) dilemmas these teachers have encountered when implementing these services in Korea. I used Qualitative in-depth interviews for providing insight into the Korean special school teachers' perceptions of transition services, dilemmas they encountered in practice, and strategies for solving these dilemmas to improve their performance level for implementing transition services. As a results of this study, I found many challenges or barriers that keep special education teachers for students with ID from effectively implementing transition services. I have used the four dilemmas framework theorized by Windschitl (2010) to further examine why the implementation of transition services is lacking. In place of being critical of educators, it is important to provide them with an environment that allows them to work effectively. Active participation and cooperation by school administrators, parents, government organizations for people with disabilities, and legal services would be most helpful in providing an atmosphere in which special educators could ensure successful transition services for their students. This study also found that teachers had encountered other dilemmas that had not been categorized into the four dilemmas framework. In place of critiquing teachers' low levels of transition implementation, it would be more effective to provide professional development training for these educators and to prepare the educational and social infrastructure to enhance their implementation of transition services for students with ID.

Transition services at the high school level can make a positive difference in the postsecondary outcomes of students with disabilities by providing them a program of study or training at the secondary level. Transition services can also assist them in aquiring an education, vocational training, rehabilitative services, and work opportunities as they enter the postsecondary world of young adulthood. The purpose of this study is to compare the transition programs of 3 Southwest Virginia school systems in an effort to determine the difference a full-time transition coordinator could make in the postsecondary outcomes for students with disabilities. Findings revealed significant differences in the outcomes of students with disabilities in the 3 Southwest Virginia county school systems and the Commonwealth of Virginia Public Schools. Differences were revealed in (1) the percentage of students with disabilities who graduated with regular diplomas (either advanced or standard diplomas) and (2) the percentage of students who met the definition of Indicator 14. Each of the 3 Southwest Virginia county school systems has fewer positive outcomes than did students in the Commonwealth of Virginia Public Schools. Analysis also revealed there were no significant differences between Southwest Virginia school systems with and without a full-time transition coordinator in relation to postsecondary education, vocational training, and employment outcomes. The system with a full-time transition coordinator (Wise County) had least positive outcomes than did each of the other 2 Southwest Virginia county school systems. While there were no significant differences in the county with a full-time transition coordinator and the 2 counties without the coordinators, the graduation rates could have been even lower if the one county did not have a full-time transition coordinator.

No description available.

The role for the transition team leader (TTL) has not been formalized at the state level in Texas. The purpose of this study was to determine the current perceptions of the public school superintendents in Texas for the roles, responsibilities, and functions of the TTL. The framework of the survey questionnaire was based on eight categories of expertise for the TTL derived from a review of the literature and from professional experience in preparing handicapped individuals for the world of work. The findings are listed as desirable and undesirable characteristics for the role or job description of the TTL. The desirable characteristics for the role of TTL were viewed as: (a) having experience with handicapped populations, (b) having skills to supervise others, (c) being a liaison between agencies, (d) making program adjustments as needed, (e) providing training, (f) knowing how to explain the transition program to staff, (g) being a liaison with parents, (h) being a liaison with community employers, (i) knowing pertinent regulations, (j) knowing the characteristics for each of the handicapping conditions, and (k) knowing the options and barriers to transportation for handicapped individuals in the community. The least desirable characteristics identified with the role of the TTL were: (a) The need for certification of the TTL, (b) making curricular changes at the elementary level, (c) the TTL as the Educational Diagnostician, (d) the TTL as a parent of a handicapped individual participating in the transition program, and (e) the TTL encouraging severely handicapped individuals to remain in the public schools until the maximum age of 21. These categorical data were grouped by ESC area with urban, suburban, and rural demographics. These data were analyzed by a three-way ANOVA design and significant differences were found by category, by ESC area, and by population designation. The public school superintendents have perceived the role of the TTL as a new position, community-based, community-oriented, transferable, and requiring no additional certification procedures.

xvii, 123 p. : ill. (some col.) A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / Transition services for youth with disabilities are mandated by IDEA. Transition services are supported services that help individuals with disabilities move from special education in high school to employment, post-secondary education or vocational training in the adult world. Outcomes for youth with disabilities vary depending on culture, ethnicity, race, gender and socioeconomic status. Latino youth with disabilities experience poorer post-school outcomes than do white youth with disabilities. This study seeks to identify and describe the transition needs of youth with disabilities from Latino backgrounds who are transitioning from school to adulthood and therefore engaging in employment, post-secondary education or employment-related training. Through focus groups with Latino youth, their families, and the staff that serve them, I explored and identified the specific needs of this group with regards to receiving transition services. The findings of this study will guide the development of training for transition professionals in Oregon and will be disseminated to professionals in the field of transition across the country and around the world. / Committee in charge: Michael Bullis, Chairperson, Special Education and Clinical Sciences; Lauren Lindstrom, Member, Counseling Psychology and Human Services; Deborah Olson, Member, Special Education and Clinical Sciences; Spike Gildea, Outside Member, Linguistics