An Evaluation of a Comprehensive System of Transition Services

Aspel, Nellie; Bettis, Gail; Test, David W.; Wood, Wendy M.

doi:10.1177/088572889802100208

Cited by 8 publications

(8 citation statements)

References 9 publications

(2 reference statements)

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“…Graduates from the TASSEL program who left school in 1995, 1996, and 1997 experienced positive post school outcomes: (a) 70% reported being employed since leaving school, and (b) 33% reported enrolling in post-secondary education programs (Aspel, Bettis, Test, & Wood, 1998). The founder of CIRCLES collaborated with researchers at a state university to develop a grant for the Institute of Education Sciences (IES).…”

Section: Description Of Project and Recruitmentmentioning

confidence: 99%

Implementing CIRCLES: A new model for interagency collaboration in transition planning

Povenmire-Kirk

Diegelmann

Crump

et al. 2015

Journal of Vocational Rehabilitation

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BACKGROUND: Transition planning services for students with disabilities are mandated by IDEA 2004, but getting all the right folks to the table to plan for this transition is difficult to accomplish. OBJECTIVE: CIRCLES is a new model for interagency collaboration in transition planning. It includes three levels of teams, working together to identify specific post-school goals for students with disabilities, and developing a series of steps to help each student achieve them. METHODS: This study utilized focus groups of key members of the different levels of teams involved to identify successes and challenges in the first year of implementation of this new model. RESULTS:The CIRCLES model of service delivery improved agency members' sense of collaboration and awareness of services available in their districts. CONCLUSIONS: Although more research is needed, CIRCLES as a service delivery model increases interagency collaboration for transition planning for students with disabilities.

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Section: Description Of Project and Recruitmentmentioning

confidence: 99%

Implementing CIRCLES: A new model for interagency collaboration in transition planning

Povenmire-Kirk

Diegelmann

Crump

et al. 2015

Journal of Vocational Rehabilitation

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“…Successful employment outcomes for this population are positively correlated with variables such as vocational education coursework (Aspel, Bettis, Test & Wood, 1998;Bullis et al, 1994;Wagner, 1995), paid work experience in high school (Benz, Lindstrom, & Yovanoff, 2000;Lueking & Fabian, 2000), or social skills training (Maag & Katsiyannis, 1998). One factor that has been identifi ed as a critical variable leading to positive adult outcomes for youth with disabilities is selfdetermination (Agran, Blanchard, Wehmeyer, & Hughes, 2002;Thoma, Nathanson, Baker, & Tamura, 2002;Wehmeyer & Schwartz, 1997).…”

mentioning

confidence: 99%

Promoting the Involvement of Students with Emotional and Behavioral Disorders in Career and Vocational Planning and Decision-Making: The Self-Determined Career Development Model

Benitez¹,

Lattimore²,

Wehmeyer³

2005

Behavioral Disorders

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The authors examined the effectiveness of a support model to instruct five youth with EBD to self-direct the problem-solving processes and promote self-determination skills by enabling them to: (a) set employment/career related goals, (b) develop and implement a plan toward goal attainment; and (c) adjust and evaluate progress toward meeting their goals. Participants chose individualized employment goals and worked through the model as a support to planning, implementing, and attaining their goals. An AB design was used to evaluate goal achievement. The results revealed that all participants made progress toward each of their goals. Additionally, all participants reported that they achieved their target goals and were satisfied with the support that the model provided. Results support the potential utility of the model in promoting self-determination skills and increasing positive employment outcomes for youth with EBD.

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“…A number of efforts have been made in the past several years to investigate state and district implementation of the IDEA 1990 federal requirements for needed transition services (Aspel, Bettis, Test, & Wood, 1998;Baer, Simmons, & Flexer, 1996;Cameto, Marder, Wagner, & Cardoso, 2003;DeStefano, Heck, Hasazi, & Furney, 1999;Grigal, Test, Beattie, & Wood, 1997;Hasazi, Johnston, Liggett, & Schattman, 1994;Johnson et al, 1997;O'Leary, 2000). With reference to the IDEA 1997 transition requirements, the President's Commission on Excellence in Special Education found that transition services were not being implemented "to the fullest extent possible and that meaningful results do not happen" (U.S. Department of Education, 2002, p. 46).…”

Section: Purpose Of the Studymentioning

confidence: 99%

An Investigation of Transition Practices for Middle School Youth

Weidenthal

Kochhar-Bryant

2007

Career Development for Exceptional Individuals

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The Individuals with Disabilities Education Improvement Act of 2004 (IDEIA 2004) shifted the requirement to initiate transition services from age 14 back to age 16, a change with significant implications for middle school students with disabilities transitioning into high school. This study, based on practices under the Amendments to IDEA 1997 regulations, employed a survey and open-ended interviews to investigate transition practices of special education teachers who instructed eighth- and ninth-grade adolescents with learning disabilities (LD). The study focused on (a) student participation at Individualized Education Program (IEP) meetings, (b) strengths considered in IEP development, and (c) transition service needs focusing on a course of study. Findings demonstrated the significance of self-determination training and its application in the IEP process by the age of 14; reliance on assessments of students' strengths and needs, which include informal measures and information from family members; and teachers' support for long-range, coordinated transition planning for students beginning no later than middle school.

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An Evaluation of a Comprehensive System of Transition Services

Cited by 8 publications

References 9 publications

Implementing CIRCLES: A new model for interagency collaboration in transition planning

Implementing CIRCLES: A new model for interagency collaboration in transition planning

Promoting the Involvement of Students with Emotional and Behavioral Disorders in Career and Vocational Planning and Decision-Making: The Self-Determined Career Development Model

An Investigation of Transition Practices for Middle School Youth

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