In this qualitative study, a proposed organizing framework of college and career readiness for secondary students with disabilities was developed based on a synthesis of extant research articulating student success. The original proposed framework included six domains representing academic and non-academic skills associated with college and career readiness: academic engagement, academic mindsets, learning processes, critical thinking, social skills, and transition knowledge. Focus groups were conducted to examine perspectives among state-level stakeholders with knowledge and expertise regarding college and career readiness, dropout prevention, and secondary transition. Through an iterative process, the focus group data were analyzed and the framework was refined based on findings. Implications for practice and suggestions for future research are discussed. academics and should include non-academic skills (e.g., critical thinking, self-monitoring, study skills) in conjunction with contextual influences such as student motivation and engagement (Savitz-Romer, 2013) and knowledge of postsecondary requirements. Other researchers have extended college and career readiness definitions to apply more explicitly to certain subgroups, such as students with a range of disabilities (Kearns et al., 2011). Taken together, these calls and initiatives emphasize the need for an organizing framework for ensuring all students with disabilities are college and career ready.The purpose of this qualitative study was to elicit feedback from key state-level stakeholders in articulating, clarifying, and refining an organizing framework of CCR that emphasized academic and non-academic skills benefiting students with disabilities. The framework was developed based on the broad literature base in psychology, educational leadership, secondary education, and transition to adult life for students with disabilities. The proposed framework was then shared with two focus groups of state-level secondary transition 4 leaders during national meetings. Through an iterative process, after each focus group, the framework was refined and clarified, with stakeholder input thereby affirming the importance of the six domains when considering state-level implementation of CCR initiatives with students with disabilities. College and Career Readiness: Academic and Non-Academic FactorsCCR is a multidimensional construct that includes academic (e.g., grade point average, college admission exam scores) and non-academic factors (e.g., student motivation, engagement). Unfortunately, CCR models and measures (including the CCSS) rely primarily on academic indicators, yet there is evidence to show these measures do not sufficiently align with knowledge and skills needed by first-year college students (Brown & Conley, 2007). Moreover, the College and Career Readiness and Success Center posits three broad areas that must be addressed when defining CCR: academic knowledge, pathway knowledge, and skills for lifelong
Increased calls for rigor in special education have often revolved around the use of experimental research design. However, the replicability of research results is also a central tenet to the scientific research process. To assess the prevalence, success rate, and authorship history of replications in special education, we investigated the complete publication history of every replication published in the 36 journals categorized by ISI Web of Knowledge Journal Citation Report as special education. We found that 0.5% of all articles reported seeking to replicate a previously published finding. More than 80% of these replications reported successfully replicating previous findings. However, replications where there was at least one author overlapping with the original article (which happens about two thirds of the time) were statistically significantly more likely to find successful results.
Attendance, behavior, and academic outcomes are important indicators of school effectiveness and long-term student outcomes. Multi-tiered systems of support (MTSS), such as School-Wide Positive Behavior Interventions and Supports (SWPBIS), have emerged as potentially effective frameworks for addressing student needs and improving student outcomes. Much of the research on SWPBIS outcomes has taken place at the elementary and middle school levels, leaving a need for a more thorough examination of outcomes at the high school level. The purpose of this study was to explore the links between implementation of SWPBIS and academic, attendance, and behavior outcome measures across a large sample of high schools from 37 states. Despite some of the difficulties of SWPBIS implementation at the high school level, evidence suggests positive relationships between SWPBIS implementation and outcomes in behavior and attendance for high schools that implement with fidelity.
Today, more students with disabilities attend four year institutions, but may struggle to succeed within these settings. University faculty attitudes and practices contribute to the success or failure of students in these postsecondary settings. In this study, we developed, administered, and evaluated a measure of faculty attitudes and perceptions toward students with disabilities. Results from 289 faculty members indicated that responses loaded on eight reliable factors pertaining to (a) Fairness in Providing Accommodations, (b) Knowledge of Disability Law, (c) Adjustment of Course Assignments and Requirements, (d) Minimizing Barriers, (e) Campus Resources, (f) Willingness to Invest Time, (g) Accessibility of Course Materials, and (h) Performance Expectations. Group comparisons by faculty gender, rank, college/school, and prior disability-focused training indicated more positive attitudes toward providing accommodations and adopting Universal Design principles among faculty who are female, nontenured, housed within the College of Education, or had prior disability-focused training experiences. These findings suggest that faculty attitudes and perceptions toward disability and their willingness to accommodate and adopt Universal Design principles can be reliably assessed. The potential usefulness of such assessments for practices within postsecondary environments are discussed.
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