Individualized Transition Planning for Students With Learning Disabilities

Cummings, Rhoda; Maddux, Cleborne D.; Casey, Jack

doi:10.1002/j.2161-0045.2000.tb00751.x

Cited by 46 publications

(34 citation statements)

References 36 publications

(48 reference statements)

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“…Recommendations are presented to address the continuing problem of preparing students with disabilities for postsecondary education. Overall, the matriculation of students with disabilities to postsecondary education has increased dramatically over the past 25 years, but enrollment continues to be low relative to students without disabilities (Cummings, Maddux, & Casey, 2000;Kavale & Forness, 1996). The number of first-year students with disabilities has risen from between 1% and 3% in 1978 to 6.5% in 1988 and 8.2% in 1994, with slight declines to 7.1% in 1998 and 6.0% in 2000 (Henderson, 1998(Henderson, , 2001Wagner, D'Amico, Marder, Newman, & Blackorby, 1992).…”

Section: W E Hitchings Paul Retish Michael Horvathmentioning

confidence: 99%

Academic Preparation of Adolescents With Disabilities for Postsecondary Education

Hitchings

Retish

Horvath

2005

Career Development for Exceptional Individuals

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This study assesses the preparation of high school students with disabilities for postsecondary education. Transition planning information for 110 students from Grades 10 through 12 was reviewed. We found that (a) interest in attending postsecondary education declined from 77% to 47% over a 3-year period, (b) only four students had 4-year plans leading to postsecondary education, and (c) students were not enrolled in college preparatory classes or were transferred from college preparatory classes despite the students' expressed interest in postsecondary education. Recommendations are presented to address the continuing problem of preparing students with disabilities for postsecondary education.

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Section: W E Hitchings Paul Retish Michael Horvathmentioning

confidence: 99%

Academic Preparation of Adolescents With Disabilities for Postsecondary Education

Hitchings

Retish

Horvath

2005

Career Development for Exceptional Individuals

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“…Past research has shown that the transition from school to adulthood for individuals with disabilities is facilitated by multiple factors, at least in the short run, including postsecondary education, employment, social participation (Cummings, Maddux, & Casey, 2000), and parental involvement (Morningstar, Turnbull, & Turnbull, 1995). Our findings offer a longer lens on these issues, extending into midlife, and thus underscore the lasting importance of key social institutions in the lives of individuals with mild intellectual deficits.…”

Section: Discussionmentioning

confidence: 99%

Factors Predictive of Midlife Occupational Attainment and Psychological Functioning in Adults With Mild Intellectual Deficits

Seltzer

Floyd

Greenberg

et al. 2009

American Journal on Intellectual and Developmental Disabilities

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The life course of individuals with mild intellectual deficits and the factors that account for heterogeneity in their midlife outcomes were examined. Past research has shown that such individuals are at risk for poor occupational attainment in adulthood and more compromised psychological functioning, including increased depression. Although predictors varied for men and women, in general greater midlife occupational attainment was predicted by continuation of education beyond high school, having role models for achievement, and social participation earlier in adulthood. Midlife psychological functioning was predicted by having role models of achievement, having discussed plans for the future with parents and teachers, and achievement of aspirations set in high school. Implications for contemporary models of transition planning are discussed.Having mild deficits in general intellectual functioning is a risk factor for limitations in achievement and social functioning throughout the life course (Drasgow, 2002;Gottfredson, 2004;Kuncel, Hezlett, & Ones, 2004). Performing below average on intelligence tests in high school predicts fewer years of postsecondary educational attainment and more limited employment opportunities in adulthood (Hauser, 2002;Neisser et al., 1996). In national data, only 35% of adults with borderline IQs or mild mental retardation were employed as compared to 81% of the general population (Fujiura, 2003). In addition, individuals with mild intellectual deficits are at greater risk of poor psychological functioning than those with higher IQs; for example, women with mild intellectual deficits have been shown to have clinical depression at a rate of 3 to 5.5 times the rate in women with average intellectual functioning (Maughan, Collishaw, & Pickles, 1999;Tymchuk, 1994).These patterns were largely confirmed in a previous study of individuals with mild intellectual deficits conducted by Seltzer and colleagues (Seltzer et al., 2005), in which the authors Correspondence regarding this article should be sent to Marsha Mailick Seltzer, University of Wisconsin-Madison, Waisman Center, Madison, WI 53705. mseltzer@waisman.wisc.edu. NIH Public AccessAuthor Manuscript Am J Intellect Dev Disabil. Author manuscript; available in PMC 2010 March 11. Published in final edited form as: Am J Intellect Dev Disabil. 2009 March ; 114(2): 128-143. doi:10.1352/2009 NIH-PA Author Manuscript NIH-PA Author Manuscript NIH-PA Author Manuscript examined life course outcomes for a subgroup of participants in the Wisconsin Longitudinal Study-WLS (Hauser & Sewell, 1985;Hauser, Sheridan, & Warren, 1998). The WLS has followed a random sample of young adults who graduated from high school in 1957 to examine outcomes in midlife. Intelligence tests administered during the junior year in high school made it possible to identify individuals with mild intellectual deficits, operationalized as people who had IQs of 85 or below. Using a case-control design that compared siblings with and without mild intellectual deficits, ...

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“…Students with disabilities identify different patterns of personal interests and activities, as well as postsecondary training after high school (Chambers, Rabren, & Dunn, 2009). Young adults with disabilities, however, may not be aware of personal strengths and limitations (Cummings, Maddux, & Casey, 2000). Research indicates that several factors also influence one's work personality.…”

Section: Work Adjustmentmentioning

confidence: 99%

A Proposed Integrative Model for Enhanced Career Development for Young Adults With Disabilities

Lorenz

2011

Adultspan Journal

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Individualized Transition Planning for Students With Learning Disabilities

Cited by 46 publications

References 36 publications

Academic Preparation of Adolescents With Disabilities for Postsecondary Education

Academic Preparation of Adolescents With Disabilities for Postsecondary Education

Factors Predictive of Midlife Occupational Attainment and Psychological Functioning in Adults With Mild Intellectual Deficits

A Proposed Integrative Model for Enhanced Career Development for Young Adults With Disabilities

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