Getting Everyone Involved

Swedeen, Beth; Carter, Erik W.; Molfenter, Nancy

doi:10.1177/004005991004300204

Cited by 19 publications

(2 citation statements)

References 10 publications

(10 reference statements)

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“…There are a plethora of challenges associated with the transition to adulthood for adolescents with ASD/ID that warrant increased attention in the field of special education (Shogren & Plotner, 2012). Although mandates have been in place to prepare students with disabilities from an early age for their transition from school to post-secondary experiences, the opportunities and supports are limited upon transition from secondary to post-secondary work and academic experiences (Newman, 2007;Swedeen, Carter & Molfenter, 2010). In order to address the limited opportunities for teens and young adults with ASD/ID to practice social and readiness skills related to post-secondary experiences, the TOPS program was developed.…”

Section: Discussionmentioning

confidence: 99%

Transition Opportunities for Post-Secondary Success (TOPS): A Pilot Program for Individuals with Autism Spectrum Disorder

Martin

Shamash

2020

Collaborations: A Journal of Community-Based Research and Practice

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As a result of the apparent need for transition services for students with Autism Spectrum Disorder (ASD), Fairfield University and a community partner, The Kennedy Center, have partnered to create a transition preparedness program: Transition Opportunities for Postsecondary Success (TOPS), in order to explore a new transition paradigm for young adults ages 18-21 of the greater Bridgeport, Connecticut area with ASD. The University-Community partnership aims to address a multitude of social challenges and independent living skills for young adults with ASD, provide increased self-sufficiency and self-advocacy, as well as, offer valuable experiences for graduate and undergraduate students who are planning a career in special education. This article provides an overview of the partnership, program, and preliminary research collected during the TOPS program pilot year. Future directions are discussed.

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Section: Discussionmentioning

confidence: 99%

Transition Opportunities for Post-Secondary Success (TOPS): A Pilot Program for Individuals with Autism Spectrum Disorder

Martin

Shamash

2020

Collaborations: A Journal of Community-Based Research and Practice

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“…Another recommendation was for teachers and administrators to visit schools outside of their own district known to implement inclusive practices well. Several teachers, students, and family members who had used the Opportunity Mapping process (Swedeen, Carter, & Molfenter, 2010), in which a list of classes and extra-curricular options is reviewed by Individual Education Program (IEP) teams for the purpose of helping a student or group of students with IDD become more involved in school-sponsored activities. One special educator shared that when she used this process, she and her students discovered for the first time that there were yoga and fitness classes offered at their school.…”

Section: What Ideas Were Generated For Increasing Inclusion and Emplomentioning

confidence: 99%

Harnessing the Power of Community Conversations to Improve Transition Outcomes for Youth With IDD

Molfenter

Hartman

Neugart³

et al. 2018

Journal of Disability Policy Studies

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Life after high school for students with intellectual and/or developmental disabilities (IDD) looks very different from the lives of their peers without disabilities (Aron & Loprest, 2012; Newman, Wagner, Cameto, Knokey, & Shaver, 2010). Disparities for youth with IDD exist in rates of postschool competitive employment (Gold, Fabian, & Luecking, 2013). For example, secondary analyses of data from the National Longitudinal Transition Study-2 (NLTS2) found that just 27.9% of young adults with significant intellectual disability, autism, and multiple disabilities were employed up to 2 years after leaving high school (Carter, Austin, & Trainor, 2012). Simonsen (2010) found that just 14.2% of young adults with IDD worked in integrated jobs with competitive wages. Early work experiences are also limited. In a study involving more than 130 high school students with IDD, only 16% had paid community employment, compared with the 66% employment rate of youth without disabilities in the same communities during the same time period (Carter et al., 2010). Thus, the challenge of equipping and supporting students with IDD for adult life and meaningful employment is a pressing issue for many communities. At the same time, federal legislation and public policies mandate that the education system implement changes to address poor postschool outcomes. Transition planning requirements added to the Individuals With Disabilities Education Act Amendments of 1997 (IDEA), the Individuals With Disabilities Education Improvement Act of 2004, and the School-to-Work Opportunities Act of 1994 all called for improved transition planning, career development opportunities, and greater levels of inclusion to advance outcomes (Mazzotti, Test, & Mustian, 2014). Increased impetus on the public education system to facilitate positive outcomes through community employment experiences and high 739406D PSXXX10.

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Connecting Youth and Young Adults With Autism Spectrum Disorders to Community Life

Carter

Harvey

Taylor

et al. 2013

Psychology in the Schools

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Equipping youth with autism spectrum disorders (ASD) to flourish during and after high school is central to the purpose and practice of special education. However, many students with ASD are leaving high school without the preparation and connections needed to engage meaningfully in their communities. This article reviews research-based approaches for connecting adolescents with ASD to life beyond the classroom by describing promising practices for fostering inclusion in postsecondary education and community activities. Recognizing that relationships are at the core of community life, emphasis is placed on fostering social connections as an essential aspect of helping young people with ASD thrive in these settings. We conclude with suggestions for school staff to support the successful transitions of young people with ASD.

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Getting Everyone Involved

Cited by 19 publications

References 10 publications

Transition Opportunities for Post-Secondary Success (TOPS): A Pilot Program for Individuals with Autism Spectrum Disorder

Transition Opportunities for Post-Secondary Success (TOPS): A Pilot Program for Individuals with Autism Spectrum Disorder

Harnessing the Power of Community Conversations to Improve Transition Outcomes for Youth With IDD

Connecting Youth and Young Adults With Autism Spectrum Disorders to Community Life

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