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Showing 16 to 30 of 184 results Save | Export
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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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Bross, Leslie Ann; Travers, Jason C.; Wills, Howard P.; Huffman, Jonathan M.; Watson, Emma K.; Morningstar, Mary E.; Boyd, Brian A. – Career Development and Transition for Exceptional Individuals, 2020
This single case design study evaluated the effects of a video modeling (VM) intervention on the customer service skills of five young adults with autism spectrum disorder (ASD). Verbalization of greeting, service, and closing phrases contextualized to community employment settings were the target behaviors. A systematic approach to visual…
Descriptors: Autism, Pervasive Developmental Disorders, Young Adults, Video Technology
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Sreckovic, Melissa A.; Hume, Kara A.; Regan, Tara E. – Career Development and Transition for Exceptional Individuals, 2020
Developing skills for functional independence is important to gain employment, engage in postsecondary education, and live independently. Unfortunately, individuals with autism spectrum disorder (ASD) experience difficulties with functional independence skills needed to complete common, everyday tasks. This study examined the effects of work…
Descriptors: Autism, Pervasive Developmental Disorders, Daily Living Skills, Parent Participation
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Whirley, Mary L.; Gilson, Carly B.; Gushanas, Christina M. – Career Development and Transition for Exceptional Individuals, 2020
Postsecondary education (PSE) programs for young adults with intellectual and developmental disabilities (IDDs) have increased steadily since the passage of the Higher Education Opportunity Act. The purpose of this scoping review was to explore a decade of research pertaining to PSE programs for students with IDDs on college campuses. Online…
Descriptors: Postsecondary Education, College Programs, High School Graduates, Young Adults
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Johnson, David R.; Thurlow, Martha L.; Wu, Yi-Chen; LaVelle, John M.; Davenport, Ernest C. – Career Development and Transition for Exceptional Individuals, 2020
This study used data from the National Longitudinal Transition Study 2012 (NLTS 2012) to explore the individualized education program (IEP)/transition planning participation and role of students with the most significant cognitive disabilities, compared to students with other disabilities. We viewed students with the most significant cognitive…
Descriptors: Individualized Education Programs, Secondary School Students, Adolescents, Students with Disabilities
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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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Rivera, Christopher J.; Wood, Charles L.; James, Morgan; Williams, Sarah – Career Development and Transition for Exceptional Individuals, 2019
Over the past decade, there has been an increase in postsecondary programs seeking to meet the needs of students with high incidence disabilities (e.g., learning disability, attention deficit hyperactivity disorder [ADHD]). Many of these students experience difficulties with executive functioning, that is, effectively applying problem-based…
Descriptors: Outcomes of Education, College Students, Executive Function, Goal Orientation
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Achola, Edwin Obilo – Career Development and Transition for Exceptional Individuals, 2019
Translating multicultural research and theory into practices that improve transition outcomes for all children especially, youth who come from predominantly culturally and ethnically diverse (CED) communities, remains a substantial challenge for career transition specialists (CTSs) today. The purpose of this article was to consider the state of…
Descriptors: Multicultural Education, Transitional Programs, Minority Group Students, 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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Carter, Erik W.; Gustafson, Jenny R.; Mackay, Michael M.; Martin, Kaitlyn P.; Parsley, Misty V.; Graves, Jennifer; Day, Tammy L.; McCabe, Lauren E.; Lazarz, Hannah; McMillan, Elise D.; Schiro-Geist, Chrisann; Williams, Maurice; Beeson, Tom; Cayton, John – Career Development and Transition for Exceptional Individuals, 2019
Although peer mentors play a prominent role in supporting higher education experiences for people with intellectual and developmental disabilities (IDD), little is known about these college students and the factors leading to their decision to become involved in this particular experience. We examined the motivations, experiences, and expectations…
Descriptors: Student Motivation, Expectation, Inclusion, Higher Education
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Hagiwara, Mayumi; Palmer, Susan B.; Hancock, Christine L.; Shogren, Karrie A. – Career Development and Transition for Exceptional Individuals, 2019
Strong family--school partnerships are crucial throughout K--12 education as they enable the development and implementation of meaningful educational programs for students with disabilities. This is especially true during transition planning. In many families, youth with disabilities have siblings that are a core part of the family unit, are…
Descriptors: Siblings, Role, Family School Relationship, Elementary Secondary Education
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