This study examined the relationship between high school transition preparation (school and family based) and selfdetermination among postsecondary students with disabilities. Seventy-six participants from 4-year universities completed a two-part online survey. The first part of the survey measured three dependent variables: psychological empowerment, hope, and locus of control. The second part measured the independent variable quality of high school transition preparation. Correlational analyses were conducted between the quality of a student's high school transition preparation and perceived self-determination (i.e., psychological empowerment, hope, and locus of control). Although significant correlations existed among the scales used to measure self-determination, the relationships between high school preparation and the role of families and self-determination was of interest.Keywords family involvement, self-determination, postsecondary education, student-focused planning, correlation researchThe 1990 reauthorization of the Individuals With Dis abilities Education Act (IDEA) for the first time ensured greater student involvement in transition planning, which has lead to an increased focus on "engaging students in the transition and education planning as a means to promote self-determination" (Wehmeyer & Field, 2007, p. 47). The 2004 reauthorization strengthened the inv olvement of students by adding the consideration of student strengths to the previously mandated focus on preference, interests, and needs when developing the transition plan (Konrad, Walker, Fowler, Test, & Wood, 2008). The 2004 reauthorization also added language requiring the development of measurable postschool goals in the areas of employment, education/training, and, if appropriate, independent living. In addition, under IDEA 2004, states are now compelled to report student postschool outcome performance (Individuals With Disabilities Education Imp rovement Act, 2004), thereby amplifying the importance of tying transition planning and services to student postschool success. National organizations have acknowledged the need to increase student participation in postsecondary education and addressed that need by advocating for improved high school transition services, including instruction and opportunities to increase student self-determination (National Council on Disability, 2004aDisability, , 2004b.Despite these efforts, the National Longitudinal Transition Study-2 (NLTS-2) has indicated that although the rates of college enrollment for out-of-school youth with disabilities have improved over the past 20 years, outcomes fall far below those of their peers without disabilities (Blackorby & Wagner, 1996; Wagner, Newman, Cameto, Carza, & Levine, 2005). Most recently, it was reported that 31% of youth with disabilities had enrolled in postsecondary coursework at vocational/trade schools, 2-year or community colleges, or 4-year colleges. Of those enrolled in post secondary settings, the largest percentage (19%) was enrolled in 2-ye...
Research suggests that self-determination skills are positively correlated with factors that have been shown to improve academic achievement, but the direct relationship among self-determination, self-concept, and academic achievement is not fully understood. This study offers an empirical explanation of how self-determination and self-concept affect academic achievement for adolescents with learning disabilities after taking into consideration the covariates of gender, income, and urbanicity. In a nationally representative sample (N = 560), the proposed model closely fit the data, with all proposed path coefficients being statistically significant. The results indicated that there were significant correlations among the three latent variables (i.e., self-determination, self-concept, and academic achievement), with self-determination being a potential predictor of academic achievement for students with learning disabilities.
Retaining teachers and accessing professional development have been long-standing struggles for rural school districts, particularly with respect to teachers with special education endorsements. This study examined the effect of asynchronous online professional development in secondary special education and transition for 86 rural special education teachers. In addition, the study compared results of teachers in rural and non-rural settings. Results indicated that rural special education teachers who participated in the online professional development gained knowledge, increased personal capacity to apply research-based practices, and implemented research-based transition practices within their classrooms. Furthermore, participants developed meaningful, collaborative relationships with rural colleagues across the country. While rural and non-rural educators both experienced gains as a result of the professional development, rural educators initially rated their competency in providing transition services much lower than their non-rural peers; however, both groups rated their competency at the same levels at the conclusion of the online professional development.
Young adults with disabilities often depend on linkages and supports from adult agencies to achieve high-quality adult outcomes. However, interagency collaboration has emerged as a major area of difficulty and a critical area in need of improvement for school districts throughout the United States. Based on the input of research participants from 29 high-performing districts and state-level transition coordinators from five diverse states, this article identifies 11 key strategies to enhance interagency collaboration. Results provide implications for the field of transition concerning effective methods for increasing interagency collaboration and, ultimately, improving postschool outcomes for student with disabilities.
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