PLANNING AND IMPLEMENTING 2
Planning and Implementing Student-led IEPs for Students with EBDEric is a 17-year-old high school junior who enjoys football, tennis, and automobiles.Eric has been receiving special education services in general education classes as a student with an emotional disturbance since he was in fourth grade. An Individualized Education Program (IEP) has been implemented to address Eric's behavioral and social-emotional needs often exhibited by agitation, withdrawal, and a reliance on others to coach him in new situations. As Eric's junior year is coming to a close, he becomes increasingly anxious about his plans after graduation. Eric has been dreaming what he would like to do after school, but is uncertain what the future holds and doubtful about being prepared to enter the workforce. Eric has been sharing his career interests and goals with his parents and IEP case manager Mr. Adams. But Eric is apprehensive about completing a task that Mr. Adams his given him, which is to help lead the upcoming transition IEP meeting. He lacks confidence presenting and speaking in front of people, especially adults. Still, Eric agrees with Mr. Adams and his parents that he needs to have the opportunity to practice public speaking and advocate for his needs.The Individuals with Disabilities Education Act (IDEA) requires the provision of transition services to students with disabilities in order to prepare them for adulthood (IDEA, 2004). That population of students includes youth like Eric, who is verified with emotional disturbance, hereafter referred to as emotional and behavioral disorders (EBD). While transition services for students with EBD have improved over the last three decades, postsecondary outcomes for students with EBD continue to pose concerns for youth, families, educators, and researchers (Wagner, 2014). Research indicates that students with EBD consistently experience dismal outcomes in the areas of employment, postsecondary education, and community
Transition can be difficult for students with and without disabilities as they move to independent living after high school. Although there are many transitions that occur in a young person's life, transition from high school to adulthood is one of the most significant. One of the primary goals of special education is to improve post-school outcomes for students with disabilities; however, post-school outcomes for students with disabilities remain a critical area in need of improvement. Taking into account these poor outcomes, it becomes imperative for teachers to be able to guide their students in making informed decisions as they begin the transition process. This article provides teachers with reputable web-based resources to help youth build autonomy and gain information to support the transition from high school into post-school life.
Since the inception of the Higher Education Opportunity Act in 2008, there has been an increase in the number of post-secondary education institutions in the United States that have established inclusive postsecondary programs for individuals with intellectual disabilities to attend college and achieve higher levels of employment. Previous studies have investigated the development and outcomes of these programs, however, less has been explored related to professors' experiences and perceptions regarding this unique student population, particularly within Hispanic Serving Institutions (HSI). The current study focused on professors teaching inclusive courses within a new Comprehensive Transition and Postsecondary Program at a HSI and aimed to identify their perceptions and experiences related to instructing students with intellectual disabilities. Six professors participated in pre- and post-semester in-depth interviews. Findings from applied thematic analysis included: (a) barriers to success; (b) academic supports and strategies; (c) successful outcomes and (d) considerations for future, related programming.
Transition from high school to adulthood is a difficult period of life for all youth, especially those with disabilities. Research indicates students with emotional and behavioral disorders (EBD) experience difficulties in transitioning to post-school environment. Their postschool outcomes in the areas of education, employment, and community participation continue to concern researchers, practitioners, and families and, therefore, demand improvement. Identification and implementation of transition-related evidence-based practices (EBPs) is essential for teachers who work with students with EBD to increase the likelihood of positive adult outcomes for these students. Discussed in this article are transition-related recommendations and practical strategies that may be used by teachers and other education professionals preparing students with EBD for life after school.
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