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Park, Jiyoon; Bouck, Emily C.; Duenas, Ana – Career Development and Transition for Exceptional Individuals, 2020
Video modeling is an effective teaching method for supporting individuals with disabilities to learn various skills. Yet, limited research explores the use of video modeling to teach social skills for employment. The purpose of this study was to examine the effect of video modeling, alone and in conjunction with the system of least prompts, to…
Descriptors: Video Technology, Modeling (Psychology), Interpersonal Competence, Teaching Methods
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Horn, Annemarie L.; Gable, Robert A.; Bobzien, Jonna L.; Tonelson, Steve W.; Rock, Marcia L. – Career Development and Transition for Exceptional Individuals, 2020
Young adults with autism spectrum disorder (ASD) and comorbid intellectual disability (ID) are vastly underrepresented in the area of postsecondary employment. This study evaluated the effectiveness and perceptions of an intervention package incorporating constant time delay (CTD) and eCoaching to promote employment skill acquisition. CTD was used…
Descriptors: Teaching Methods, Young Adults, Job Skills, Time Factors (Learning)
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Trainor, Audrey A.; Carter, Erik W.; Karpur, Arun; Martin, James E.; Mazzotti, Valerie L.; Morningstar, Mary E.; Newman, Lynn; Rojewski, Jay W. – Career Development and Transition for Exceptional Individuals, 2020
The role of research in transition education has been prominent and influential. Yet too many young people with disabilities are still not experiencing outcomes aligned with their personal aspirations and priorities. Moreover, individuals with disabilities continue to experience barriers to employment, educational, economic, and other challenges…
Descriptors: Research Needs, Educational Research, Students with Disabilities, Secondary School Students
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Shogren, Karrie A.; Wittenburg, David – Career Development and Transition for Exceptional Individuals, 2020
This article synthesizes policy and intervention options for youth with disabilities based on recent reports from the National Academy of Sciences, Engineering, and Medicine and the Department of Labor Office of Disability Employment Policy. To frame findings from both reports, we utilize a life course approach. This approach is important as…
Descriptors: Students with Disabilities, Youth, Transitional Programs, Barriers
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Shogren, Karrie A.; Burke, Kathryn M.; Anderson, Mark H.; Antosh, Anthony; LaPlante, Terri; Hicks, Tyler – Career Development and Transition for Exceptional Individuals, 2020
This study explored teacher perceptions of their ability to implement the Self-Determined Learning Model of Instruction (SDLMI) with fidelity and the impact of these perceptions on student self-determination outcomes on the Self-Determination Inventory: Student Report (SDI:SR). Using a piece-wise growth model, we found stability in teacher…
Descriptors: Teacher Attitudes, Models, Self Determination, Self Efficacy
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Harvey, Michael W.; Rowe, Dawn A.; Test, David W.; Imperatore, Catherine; Lombardi, Allison; Conrad, Michelle; Szymanski, Amy; Barnett, Kristy – Career Development and Transition for Exceptional Individuals, 2020
This article describes the Division of Career Development and Transition's (DCDT) position regarding Career Technical Education (CTE) and provides recommendations regarding more intense collaboration to improve access to and persistence in CTE for students with disabilities. Professional groups, such as the DCDT and the Association for Career and…
Descriptors: Students with Disabilities, Vocational Education, Career Development, Secondary Education
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Burke, Kathryn M.; Shogren, Karrie A.; Antosh, A. Anthony; LaPlante, Terri; Masterson, Laurie H. – Career Development and Transition for Exceptional Individuals, 2020
Self-determination, defined by acting as the causal agent in one's life, plays a critical role in the transition from high school to postsecondary education, employment, and community living for all students, including students with significant support needs. The "Self-Determined Learning Model of Instruction" (SDLMI) is a teaching model…
Descriptors: Self Determination, Student Adjustment, Planning, Goal Orientation
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Suk, Andrea L.; Sinclair, Tracy E.; Osmani, Kimberly J.; Williams-Diehm, Kendra – Career Development and Transition for Exceptional Individuals, 2020
Transition planning must consider all aspects of the student's postsecondary goals. Although the makeup of personnel in educational settings are predominantly White, the number of students from culturally, ethnically, and linguistically diverse (CELD) backgrounds continues to grow. This article promotes personal reflection on cultural competence,…
Descriptors: Cultural Awareness, Second Language Learning, English (Second Language), Cultural Background
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Lo, Lusa; Bui, Oanh – Career Development and Transition for Exceptional Individuals, 2020
Lack of family engagement in transition planning continues to be a challenge in special education. This study examined the experiences of Chinese and Vietnamese families of youth with disabilities toward transition planning. Results suggested that participants were eager to be engaged in the transition planning and valued the importance of…
Descriptors: Parent Attitudes, Adolescents, Autism, Pervasive Developmental Disorders
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Kutscher, Elisabeth L.; Tuckwiller, Elizabeth D. – Career Development and Transition for Exceptional Individuals, 2020
This study investigated K-12 experiences individuals with disabilities perceived as influencing their transition to and participation in postsecondary education. Using a convergent transformative mixed methods research design, the study integrated findings from interviews and surveys (n = 13) using multiple correspondence analysis. Qualitative…
Descriptors: Elementary Secondary Education, Influences, Postsecondary Education, Students with Disabilities
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Mamboleo, George; Dong, Shengli; Fais, Connor – Career Development and Transition for Exceptional Individuals, 2020
This study examined factors associated with disability disclosure to professors among students with disabilities (n = 289) who either registered or did not register with disability support services (DSS) in postsecondary education from six public colleges and universities located in a Mid-Atlantic U.S. state. Past experience in requesting…
Descriptors: Students with Disabilities, College Students, Self Disclosure (Individuals), Student Personnel Services
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Grigal, Meg; Cooney, Lori; Hart, Debra – Career Development and Transition for Exceptional Individuals, 2019
Engagement and academic success in middle school is critically important to ensure students with disabilities complete high school and have a viable path to and through postsecondary education. Although most middle school students say they want to pursue postsecondary education or training, a significant proportion are not actively engaged in…
Descriptors: College Readiness, Career Readiness, Middle School Students, Youth
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Grigal, Meg; Papay, Clare; Smith, Frank; Hart, Debra; Verbeck, Rayna – Career Development and Transition for Exceptional Individuals, 2019
The Transition and Postsecondary Program for Students with Intellectual Disabilities (TPSID) model demonstration program, funded by the U.S. Department of Education's Office of Postsecondary Education was implemented initially from 2010 to 2015. During this time, 27 institutions of higher education were awarded grants to develop programs for…
Descriptors: Intellectual Disability, Developmental Disabilities, Higher Education, Access to Education
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Bumble, Jennifer L.; Carter, Erik W.; Bethune, Lauren K.; Day, Tammy; McMillan, Elise D. – Career Development and Transition for Exceptional Individuals, 2019
Amid rapid growth in the higher education movement, access to inclusive higher education for students with intellectual disability (ID) remains limited. This study used "community conversations" to explore how stakeholders in three communities envisioned the inclusion of students with ID on their local college campus and the supports…
Descriptors: Intellectual Disability, Inclusion, Higher Education, Stakeholders
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Keenan, Walter R.; Madaus, Joseph W.; Lombardi, Allison R.; Dukes, Lyman L. – Career Development and Transition for Exceptional Individuals, 2019
The Americans With Disabilities Act Amendments Act of 2008 expanded the legal definition of disability to establish broader coverage for individuals with disabilities, including college students, than the definition in the Americans With Disabilities Act of 1990. The new interpretation of the definition of disability shifted the main purpose of…
Descriptors: Federal Legislation, Documentation, Transitional Programs, Academic Accommodations (Disabilities)
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