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Transition Across Disabilities and Cultures. Group Focus.

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group focus
Group Focus
  • While school-to-work transition follows a well-determined path (if not one yet based in evidence), group differences can color the meaning and change the measure of our interventions. Service must be flexible enough to adapt to these differences. Culture and disability stand out as two fundamental schemas that mediate the meaning (individually and in interaction) of work, education, transition, and success in the lives of student /clients and their communities. How does evaluation change across disability types and cultural contexts such that best practice in transition is properly served?
historical legislation
Historical Legislation
  • IDEA
  • Rehabilitation Act of 1973
  • Sections 501-504
  • IDEA Part B and Workforce Investment Act
  • Applications of Laws
challenges
Challenges
  • Youth of color age 18-24 are less likely to make the successful transition to adulthood
disability types
Disability Types
  • Table demonstrates Improvements in the school exit of youth with disabilities
  • Between 1987-2003
slide6
TABLE I

Characteristics of Focus Students by Disability Category

Students With EBD (n=59) Students With LD (n= 101) All Students(N=160)

Variable % M (SD) % M (SD) % M (SD)

Age 17.3 (1.2) 17.1 (1.3) 17.2 (1.3)

Gender

Female 20.3 37.6 31.3

Male 79.7 62.4 68.8

Race/ethnicity

American Indian 0 2.0 1.3

Latino 0 3.0 1.9

Not reported 1.7 0 0.6

Grade 9 13.6 18.8 16.9

10 35.6 28.7 31.3

11 25.4 28.7 27.5

12 25.4 23.8 24.3

Note. EBD = emotional and/or behavioral disorders, including Autism/ASD; LD = learning disabilities.

Hoffmnan, L. (2009). Numbers and Vpes of-public elementary and secondary schools from the common core of data: School year 2006-07. Washington, DC: National Center for Education Statistics, Institute of Education Sciences.

slide7
TABLE 2

Teacher Ratings of Focus Students by Domain and Disability Group

% Ranking % Ranking………

Domain 0 or l 2 or 3 4 or 5 M (SD) NA DK

Community participation

EBD 16.4 41.0 25.1 2.75 (1.21) 1.7 15.5

LD 10.4 40.3 32.2 3.08 (1.08) 5.0 12.2

Further education

EBD 22.1 34.5 23.8 2.86 (1.34) 14.5 4.8

LD 9.5 33.5 32.3 3.27 (1.11) 20.2 4.6

More data to be added soon.

assessments
Assessments
  • Observations
  • Interviews
  • Record Reviews
  • Testing and Performance Activities
  • Formal Testing
  • Student/Family Participation in Transition
intellectual learning disabilities
Intellectual & Learning Disabilities
  • Norm Referenced or Curriculum Based Assessments
  • Aptitude Testing
  • Comprehensive Adult Student Assessment System
  • Secondary English Proficiency Test (SLEP)
  • Test of English as a Foreign Language (TOEFL)
psychological emotional disabilities
Psychological & Emotional Disabilities
  • Career Interest Inventories
  • Behavioral Assessments
a team effort
A Team Effort
  • Whenever possible, transition students should be encouraged to participate in the development of their own career development planning.
  • Parents and/or other family members
  • Teachers/Support Personnel
  • Outside agencies including: VR counselor, Independent Living Resources, Higher Education Counselors/Advisors
best practices
Best practices
  • Empirical Research
  • Instruments use relevant to current disability
  • Reliability Validity & Utility of instruments
  • Applications
  • Evaluations
  • Cultural and Disabilities Implications
references
References
  •    Bolton, BF. & Parker. RM. (2008). Handbook of Measurement and Evaluation in Rehabilitation 4th ed. Austin, TX:PRO-ED., 7, 180.
  •      Dana, R. H. (1996). Cullturally competent assessemtn practice in the U.S. Journal of personality Assessemtn, 66, 472-487.
  • Wagner, Mary., Newman, Lynn., Cameto, Renee., & Lovino, Phyllis. (2005). National Longitudinal Transitional Study 2. Changes Over time in The Early Postschool Outcomes Of Youth With Disabilities. SRI International.
  •      Uniqual opportunities For Youth in Transition. (2011). Race Matters.  www.aedf.org/upload/publicationfiles/fact_sheet5.pdf.