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Lombardi, Allison; Rifenbark, Graham; Tarconish, Emily; Volk, Daniel; Monahan, Jessica; Buck, Andrew; Izzo, Margo; Murray, Alexa – Career Development and Transition for Exceptional Individuals, 2020
In this study, students with and without disabilities (n = 816) in general and special education settings in Grades 9 through 12 were participants in a quasi-experimental design to examine the main effects of an online curriculum intervention with transition-related content on career readiness. Setting and teacher characteristics were examined for…
Descriptors: Career Readiness, Individualized Transition Plans, Students with Disabilities, High School Students
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Pham, Yen K.; Hirano, Kara A.; Lindstrom, Lauren; DeGarmo, David S. – Career Development and Transition for Exceptional Individuals, 2020
Young women with disabilities face multiple barriers that limit their career pathways. Little research has been conducted to examine how cognitive constructs of career self-efficacy and outcome expectations contribute to their future aspirations. This study examined direct relationships between career self-efficacy and outcome expectations on…
Descriptors: Occupational Aspiration, Career Development, Females, Expectation
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Choiseul-Praslin, Belkis; McConnell, Amber – Career Development and Transition for Exceptional Individuals, 2020
Students with significant disabilities typically experience poor postschool employment outcomes. However, when provided opportunities to work and engage within their communities, they can gain necessary work-specific and workplace social skills to improve outcomes. This article outlines a six-step model for community-based employment programs…
Descriptors: Job Skills, Students with Disabilities, Severe Disabilities, Individualized Transition Plans
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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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Gary, Kelli W.; Sima, Adam; Wehman, Paul; Johnson, Khalilah R. – Career Development and Transition for Exceptional Individuals, 2019
Related services were examined for 1,400 racial/ethnic transitioning minorities enrolled in the National Longitudinal Transition Study--2 database after adjusting for demographic and socioeconomic variables. Propensity methods balanced minorities (32%) and nonminorities (68%) on demographic and socioeconomic factors. Logistic regressions…
Descriptors: Minority Group Students, Ethnic Groups, Disabilities, Longitudinal Studies
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Whittenburg, Holly N.; Sims, Katie A.; Wehman, Paul; Walther-Thomas, Christine – Career Development and Transition for Exceptional Individuals, 2019
High school work experience is a predictor of postsecondary employment success for youth with intellectual and developmental disabilities (IDD). Developing integrated work experiences often requires schools to partner with local businesses; yet, secondary special education transition teams may not have prior experience or preparation in this type…
Descriptors: Students with Disabilities, High School Students, Intellectual Disability, Developmental Disabilities
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Francis, Grace L.; Regester, April; Reed, Alexandra S. – Career Development and Transition for Exceptional Individuals, 2019
Parent involvement and parent-professional collaboration influence positive transitions from school into adult life among young adults with disabilities. However, parents frequently report being uninformed and uninvolved in transition planning and there is a paucity of information on how to develop these relationships in high school and…
Descriptors: Young Adults, Disabilities, Parent Participation, Parent Attitudes
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Alverson, Charlotte Y.; Yamamoto, Scott H. – Career Development and Transition for Exceptional Individuals, 2019
We conducted an exploratory descriptive qualitative study on extant data of responses to the state's open-ended question from their annual post-school outcomes survey: "If you could tell your school one thing, what would you tell them (make a suggestion to help better prepare current students for life after high school)?" Respondents…
Descriptors: High School Graduates, Alumni, Student Attitudes, Educational Attitudes
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Cmar, Jennifer L.; McDonnall, Michele C. – Career Development and Transition for Exceptional Individuals, 2019
Early work experiences predict future employment for youth with visual impairments, particularly when youth find jobs independently, but research has not supported the efficacy of sponsored work for this population. The most effective work experience programs include additional components such as job search assistance, and job search interventions…
Descriptors: Job Search Methods, Program Effectiveness, Youth, Visual Impairments
Trainor, Audrey A.; Newman, Lynn; Garcia, Elisa; Woodley, Heather H.; Traxler, Rachel Elizabeth; Deschene, D. Nicole – Career Development and Transition for Exceptional Individuals, 2019
Transition planning is particularly important for dually identified English learners with disabilities, who frequently face additional challenges to postsecondary education success. This study examined postschool expectations, transition planning experiences, and supports of a nationally representative sample of English learners with disabilities,…
Descriptors: Postsecondary Education, Transitional Programs, Educational Planning, English Language Learners
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Keel, Joanna Mossmond; Cushing, Lisa Sharon; Awsumb, Jessica M. – Career Development and Transition for Exceptional Individuals, 2018
This study explored perspectives about the desired components of adult life for 12th-grade Latino students with learning disabilities, their parents, and special education teachers. Focus groups and individual interviews were used to understand the similarities and differences in post-school visions and expectations among participants. Five…
Descriptors: Hispanic American Students, Learning Disabilities, Focus Groups, Special Education Teachers
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Kearney, Kelly B.; Dukes, Charles – Career Development and Transition for Exceptional Individuals, 2018
Microenterprises in the classroom provide a unique way to incorporate academic goals within transitional skill instruction for students with developmental disabilities. The purpose of this article is to discuss how the principles of microenterprises can be used by classroom teachers to practice these skills as well as an overview of how to create…
Descriptors: Small Businesses, Developmental Disabilities, Skill Development, High School Students
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