Learning from students about transition needs: Identifying gaps in knowledge and experience

Collier, Margo; Griffin, Megan; Wei, Yonghua

doi:10.3233/jvr-160837

Cited by 5 publications

(10 citation statements)

References 15 publications

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“…Furthermore, nine studies were conducted in the United States (Bouck, 2020;Brown et al, 2018;Chan et al, 2018;Collier et al, 2017;Cullen et al, 2017;Dell'Armo et al, 2019;Houseworth et al, 2018;Ryan et al, 2019;Stancliffe & Anderson, 2017) and three articles in the United Kingdom (Bennett et al, 2019;Terras et al, 2018;Williams et al, 2018). Two studies were respectively conducted in Australia (Ho et al, 2018;Thompson et al, 2018), Taiwan (Chou et al, 2017;Lin et al, 2020) and Norway (Janson & Aure, 2021;Roos & Sondenaa, 2020).…”

Section: Background Of the Studiesmentioning

confidence: 99%

“…Two studies were respectively conducted in Australia (Ho et al, 2018;Thompson et al, 2018), Taiwan (Chou et al, 2017;Lin et al, 2020) and Norway (Janson & Aure, 2021;Roos & Sondenaa, 2020). Other than that, each study was conducted in German (Schmidt et al 2021), Florida (Agarwal et al, 2021), Sweden (Johansson et al, 2017), Greece (Dimitriadou et al, 2017), Ireland (Gadd, 2020), Scotland (Anderson et al, 2020), England (Hassiotis et al, 2020), Among the 28 articles, 19 articles involve persons with intellectual or learning disabilities as a research sample (Bennett et al, 2019;Cano et al, 2019;Chan et al, 2018;Chou et al, 2017;Collier et al, 2017;Cullen et al, 2017;Dell'Armo et al, 2019;Dimitriadou et al, 2017;Gadd, 2020;Ho et al, 2018;Houseworth et al, 2018;Kilincaslan et al, 2019;Lin et al, 2020;Park & Park, 2019;Ryan et al, 2019;Schmidt et al, 2021;Stancliffe & Anderson 2017;Terras et al, 2018;Williams et al, 2018). Six articles analyse data from the parents or caregivers of the persons with intellectual disabilities (Agarwal et al, 2021;Bouck, 2020;Brown et al, 2018;Janson & Aure, 2021;Roos & Sondenaa, 2020;Thom...…”

Section: Background Of the Studiesmentioning

confidence: 99%

“…Regarding the year of publication, six articles were published in 2017 (Chou et al, 2017;Collier et al, 2017;Cullen et al, 2017;Dimitriadou et al, 2017;Stancliffe & Anderson, 2017;Johansson et al, 2017), and seven were published in the year 2018 (Brown et al, 2018;Chan et al, 2018;Ho et al, 2018;Houseworth et al, 2018;Terras et al, 2018;Thompson et al, 2018;Williams et al, 2018). Next, six articles were published in 2019 (Bennett et al, 2019;Cano et al, 2019;Dell'Armo et al, 2019;Kilincaslan et al, 2019;Park & Park, 2019;Ryan et al, 2019), followed by six were published in 2020 (Anderson et al, 2020;Bouck, 2020;Gadd, 2020;Hassiotis et al, 2020;Lin et al, 2020;Roos & Sondenaa, 2020), and three articles published in 2021 (Agarwal et al, 2021;Janson & Aure, 2021;Schmidt et al, 2021).…”

Section: Background Of the Studiesmentioning

confidence: 99%

See 2 more Smart Citations

Factor Affecting Independent Living of Persons with Intellectual Disabilities: A Systematic Review

Zambri¹,

Amin²,

Kamil³

et al. 2023

IJARPED

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Evidence indicates that the transition process to adulthood represents a critical and confusing time in the life of any person with intellectual disabilities (PWID). However, PWID often experiences adaptive functioning deficits that negatively impact an individual's ability to achieve independence. Many previous studies only focus on persons with physical disabilities and place less emphasis on the empowerment of independent living for PWID. Therefore, this systematic literature review, guided by the publication standard Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA), tries to identify the factors that could affect PWID to live independently. This study selected articles using two databases: Scopus and Web of Sciences, from 2017 to 2020, resulting in a total of 607 articles. Overall, only 28 selected articles were discussed in this review after the quality appraisal process using Mixed Methods Appraisal Tool (MMAT). In sum, this systematic review found two main themes: individual factors and environmental factors. For individual factors, there are four subthemes: gender, cognitive ability, self-attitudes and skills. Whereas, for environmental factors, there are eight sub-themes family, community, policy, technology, economy, health, education and geographical location. Thus, this study contributes to the conceptual framework for future research involving independent living for PWID.

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Section: Background Of the Studiesmentioning

confidence: 99%

Section: Background Of the Studiesmentioning

confidence: 99%

Section: Background Of the Studiesmentioning

confidence: 99%

See 1 more Smart Citation

Factor Affecting Independent Living of Persons with Intellectual Disabilities: A Systematic Review

Zambri¹,

Amin²,

Kamil³

et al. 2023

IJARPED

View full text Add to dashboard Cite

show abstract

“…Because of the passage of WIOA and the ongoing VR policy changes around Pre-ETS, secondary special educators admit confusion around current Pre-ETS practices. Beyond the educators' knowledge of VR, many secondary students with disabilities were not aware of VR or its purpose (Collier et al, 2017).…”

Section: Barriers To Effective Collaboration With Vocational Rehabili...mentioning

confidence: 99%

Utilizing Vocational Rehabilitation to Support Post-School Transition for Students With Learning Disabilities

Scheef

McKnight-Lizotte

2021

Intervention in School and Clinic

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In addition to supporting the academic goals of students with learning disabilities, secondary special education teachers are tasked with providing services designed to improve post-school outcomes. To improve these offerings, special education teachers should ensure collaboration with vocational rehabilitation (VR) counselors during the transition process. Vocational rehabilitation counselors have unique knowledge for preparing individuals with learning disabilities to be successful in the workplace. Partnering with VR counselors may improve post-school goal acquisition for students. This article describes VR service mandates and provides recommendations for special education teachers to build relationships with VR personnel.

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“…Students with a range of disabilities, including SLD, who learn self‐advocacy skills while in school experience stronger outcomes (e.g., employment) after graduation (Shogren et al., 2015). In addition, students with SLD who self‐advocate can successfully accomplish transition goals (Fullarton & Duquette, 2015), whereas other students lack self‐advocacy skills and are reluctant to disclose their disability (Collier et al., 2017). Still other students may have high aspirations and yet may be unclear about the skills needed to reach those goals (Trainor, 2007).…”

Section: High School Students With Learning Disabilities: Requesting Accommodations In Role‐playmentioning

confidence: 99%

High School Students with Learning Disabilities: Requesting Accommodations in Role‐Play

McGahee

King‐Sears

Evmenova

2021

Learn Disabil Res Pract

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Self‐advocacy is an important skill, especially as students transition from high school to postsecondary settings. In this study, five high‐school students with specific learning disabilities (SLD) were taught to use a self‐advocacy intervention to learn to request academic accommodations. A multiple‐baseline across participants design was used to examine the functional relation between the intervention and students’ performance. Students learned the self‐advocacy intervention, consisting of 17 target behaviors, during after‐school sessions across approximately 6 weeks. Based on the visual analysis and percentage of nonoverlapping data, there was strong evidence of a functional relation between the self‐advocacy intervention and an increase in participants’ performance for requesting academic accommodations during role‐play scenarios. Participants maintained self‐advocacy skills 2 weeks after mastery and generalized accommodation requests with other school‐based personnel. Social validity data indicated that participants valued the intervention. Implications for practitioners are discussed for transition and self‐advocacy skills as well as future research opportunities.

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Learning from students about transition needs: Identifying gaps in knowledge and experience

Cited by 5 publications

References 15 publications

Factor Affecting Independent Living of Persons with Intellectual Disabilities: A Systematic Review

Factor Affecting Independent Living of Persons with Intellectual Disabilities: A Systematic Review

Utilizing Vocational Rehabilitation to Support Post-School Transition for Students With Learning Disabilities

High School Students with Learning Disabilities: Requesting Accommodations in Role‐Play

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