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College- and Career-Readiness for Students with Significant Disabilities

College- and Career-Readiness for Students with Significant Disabilities. Heather C. Allcock Ph.D. Research. Over 20 years of research has consistently demonstrated that the inclusion of students with disabilities in general education classrooms results in favorable outcomes.

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College- and Career-Readiness for Students with Significant Disabilities

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  1. College- and Career-Readiness for Students with Significant Disabilities Heather C. Allcock Ph.D.

  2. Research • Over 20 years of research has consistently demonstrated that the inclusion of students with disabilities in general education classrooms results in favorable outcomes. • Students with high incidence disabilities (learning disabilities and other “mild” disabilities) • Students with low incidence disabilities (intellectual disabilities, Autism, and multiple disabilities).

  3. NLTS2 More time spent in a general education classroom was positively correlated with • fewer absences from school • fewer referrals for disruptive behavior • better outcomes after high school in the areas of employment and independent living Wagner, M., Newman, L., Cameto, R., and Levine, P. (2006). The Academic Achievement and Functional Performance of Youth with Disabilities: A Report from the National Longitudinal Transition Study-2 (NLTS2). (NCSER 2006-3000). Menlo Park, CA: SRI International

  4. Do Separate Settings Work? • Resource rooms provide primarily whole group reading instruction with little differentiated materials (Vaughn, Moody, & Schumm, 1998) • Few differences in instructional methods across self-contained classes for students w/ various disabilities (Algozzine, Morsink, & Algozzine, 1988) • More instructional time and 1:1 in general classrooms (Sontag, 1997; Logan & Keefe, 1997; Hollowood, et al., 1995) • IEP-specified peer interactions were not implemented in segregated settings (Gelzheiser, McLane, Pruzek, & Meyers, 1998) • Placement & labeling lowered teachers’ perceptions of students’ efficacy (Raudenbush, Rowan, & Cheong, 1992)

  5. Placement Matters • Falvey (2004) notes that “no studies conducted since the late 1970’s have shown an academic advantage for students with intellectual and other developmental disabilities educated in separate settings.” Falvey, Mary A. (Spring 2004) Toward realization of the least restrictive educational environments for severely handicapped students. Research and Practice for Persons with Severe Disabilities. 29(1), 9-10.

  6. Who is taking Alternate Assessments?

  7. We’ve Come a Long Way…

  8. …But Not for All Students with Disabilities

  9. NLTS2 “Secondary school students with mental retardation took a range of courses in a given semester, including academic, vocational, and other nonacademic courses, such as study skills. Although courses were taken in both general and special education settings, the overall group of students with mental retardation were significantly more likely to take courses in special education settings than in general education settings.” Yu, J., Newman, L., and Wagner, M. (2009). Secondary School Experiences and Academic Performance of Students With Mental Retardation. A Report from the National Longitudinal Transition Study-2 (NLTS2). (NCSER). Menlo Park, CA: SRI International

  10. Examples From the Field… Meet Jamie Meet Susie

  11. Moderate Predictors of Post-school Outcomes Employment Inclusion in General Education Paid Employment / Work Experience Vocational Education Work Study Test, D., Fowler, C. Kohler, P., Kortering, L. (2010). Evidence-based Practices and Predictors in Secondary Transition: What we Know and What we Still Need to Know. National Secondary Transition Technical Assistance Center

  12. Moderate Predictors of Post-school Outcomes Post-Secondary Education Independent Living Inclusion in General Education Paid Employment / Work Experience Transition Program Vocational Education Inclusion in General Education Self-care / Independent Living Test, D., Fowler, C. Kohler, P., Kortering, L. (2010). Evidence-based Practices and Predictors in Secondary Transition: What we Know and What we Still Need to Know. National Secondary Transition Technical Assistance Center

  13. Best Practices and Transition… Youth Development and Leadership School Preparation Career Preparation Family Involvement Connecting Activities Based on: The Guideposts for Success-National Collaborative on Workforce and Disability-Youth (NCWD-Y) Toolkit for Secondary Transition (Quality Indicators)-NationalAlliance for Secondary Education and Transition (NASET)

  14. Skills Everyone Needs in the 21st Century “New Basic Skills” “Employability Skills” Academic Skills: Basic Math Basic Reading Life Skills: Problem Solving Teaming-Collaboration Communication Computer Knowledge Social Skills: Dependability Getting along with others Appropriate dress and grooming Initiative Asking for help Positive Attitude Murnane and Levy (1996). Teaching the new basic skills. Harvard University; The Free Press.

  15. Recommendations for College and Career Readiness Schooling Standards Based IEP’s Inclusive placement and opportunities Have access to rigorous content in general education Develop communicative competence Learn critical social, communication, and decision-making skills needed to succeed in the workplace

  16. Ongoing Family Involvement

  17. Thank You!

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