Evidence-Based Secondary Transition Practices for Enhancing School Completion

Test, David W.; Fowler, Catherine; White, James; Richter, Sharon; Walker, Allison R.

doi:10.1080/09362830802590144

Cited by 23 publications

(23 citation statements)

References 19 publications

(27 reference statements)

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“…Given the complex needs of individuals with the most significant disabilities, it is unrealistic to expect one single system to pay for and effectively provide the array of services needed; however, when agencies collectively work together, these resources can create positive results (Luecking et al, 2008). The literature on best practices consistently emphasizes the importance of collaboration among education agencies, adult service agencies, service providers, individuals with disabilities, families, community organizations, and employers to eliminate services gaps, avoid service duplication, and increase efficient use of limited resources (Hart et al, 2001;Kohler & Field, 2003;Test, 2000;Test, Fowler, White, Richter, & Walker, 2009).…”

Section: Interagency Collaborationmentioning

confidence: 99%

Perceptions and practices of mental health professionals regarding the employment of people with serious mental illness

Fleming

Curtis

Martin

et al. 2019

JVR

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The Individual Placement and Support (IPS) model of Supported Employment (SE) is an evidence-based practice that leads to successful employment outcomes for people with serious mental illness. Customized Employment (CE) represents the evolution of supported employment as a strategy to also facilitate employment outcomes for people with the most significant disabilities. Interagency Collaboration is another strategy that facilitates successful employment outcomes for people with the most significant disabilities as demonstrated by research. The literature indicates that supported employment (IPS and CE) services along with interagency collaboration are practices that increase the employment outcomes for individuals with the most significant disabilities. However, the practical application and implementation of these three services/practices is limited in the Southern region of the United States. This study looked at the perceptions held by and practices used by mental health and other rehabilitation professionals regarding the employment of individuals with serious mental illness at two sites in Alabama.Results of this study provide a rich description of the sample as well as the participants' knowledge of IPS. A statistically significant association was identified for acceptance, support and value of an employment specialist among mental health team members, and a statistically significant relationship between responses for perceptions and practices of mental health professionals related to the employment of people with serious mental illness.iii Acknowledgements I wish to acknowledge and express my sincere gratitude to my committee members -

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Section: Interagency Collaborationmentioning

confidence: 99%

Perceptions and practices of mental health professionals regarding the employment of people with serious mental illness

Fleming

Curtis

Martin

et al. 2019

JVR

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“…Though these are not necessarily paid work experiences as described by Benz et al (2000) or Test et al (2009), they are experiences in the world of work that could help students to better identify their educational goals and to see the relevance of education to these experiences.…”

Section: Discussionmentioning

confidence: 97%

“…In a more recent review, Test et al (2009) found that inclusion in general education, paid employment/ work experience, participation in vocational education classes, and transition planning were moderately correlated with postsecondary education participation. These predictors are well matched with the critical needs of students in postsecondary education, as identified by Webb, Patterson, Syverud, and Seabrooks-Blackmore (2008).…”

Section: Statesmentioning

confidence: 96%

The Postsecondary Educational Plans of Rural Youth With Disabilities and Their Nondisabled Peers

Weiss

Hutchins

Meece

2012

Career Development and Transition for Exceptional Individuals

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A national sample of students with disabilities and their nondisabled peers in rural high schools responded to a survey about their postsecondary plans and how they were preparing for them. The study included 3,318 11th-and 12th-grade students from 73 randomly selected schools. Findings indicate that 78.5% of students with disabilities and 90.7% of their nondisabled peers plan to continue their education after high school. Only 4.5% of students with disabilities were enrolled in a college preparatory program. A greater percentage of students with disabilities participated in career exploration activities such as job mentoring, internships, and cooperative education programs than expected, and they found teachers and school staff important sources of information. Implications of these findings are discussed.

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“…While there have been many strategies for increasing high school completion and postsecondary enrollment, including student-focused planning, student development, interagency collaboration, family involvement, program structuring (Test, Fowler, White, Richter, & Walker, 2009), and examination of numerous interpersonal factors affecting likelihood of enrollment (e.g., cognitive ability, academic achievement, and transition planning), one area in which research is particularly lacking is consideration of the role of social-emotional skills in supporting students' educational attainment. Research has shown that these skills are predictive of college readiness and overall academic achievement in the general populations (Babbitt & White, 2002;Fleming et al, 2005), but their impact on postsecondary enrollment, particularly among SWD, has received less attention.…”

Section: Factors Influencing Postsecondary Enrollmentmentioning

confidence: 99%

Social-Emotional Predictors of Postsecondary Enrollment for Students with Disabilities: Findings from a Nationally Representative Sample

Kaprolet

Sullivan

2013

Exceptionality

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Evidence-Based Secondary Transition Practices for Enhancing School Completion

Cited by 23 publications

References 19 publications

Perceptions and practices of mental health professionals regarding the employment of people with serious mental illness

Perceptions and practices of mental health professionals regarding the employment of people with serious mental illness

The Postsecondary Educational Plans of Rural Youth With Disabilities and Their Nondisabled Peers

Social-Emotional Predictors of Postsecondary Enrollment for Students with Disabilities: Findings from a Nationally Representative Sample

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