Mapping Assets for Postschool Success (MAPS): Using Digital Resource Mapping to Enhance the Transition Process

Flanagan, Matthew; Bumble, Jennifer L.

doi:10.1177/00400599211068143

Cited by 6 publications

(1 citation statement)

References 13 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The primary factor associated with having a larger network of partners was knowing how to establish collaborative partnerships. Engaging in activities like community resource mapping to begin documenting postsecondary education options and the services and supports that might bring college goals to fruition can be an effective first step in developing a plan for collaborative efforts (Flanagan & Bumble, 2022). Fostering partnerships with a wide range of individual across schools, service systems, and communities provides educators with access to information, resources, and assistance that might streamline the transition process for students and their families.…”

Section: Discussionmentioning

confidence: 99%

Special Educator Knowledge and Perspectives About Inclusive Postsecondary Education Programs

Bumble

Rooney-Kron

Gilson

et al. 2023

Teacher Education and Special Education: The Journal of the Tea

Self Cite

View full text Add to dashboard Cite

Special education teachers play an integral role in preparing students with intellectual and developmental disabilities (IDD) for a successful transition to their desired postsecondary pathways. As more opportunities arise for students with IDD to attend inclusive postsecondary education (IPSE) programs, there is a growing need for special educators to be well-prepared to equip their students for college. We conducted a survey of 1,086 secondary special education teachers in three states to better understand their knowledge, expectations, and perspectives regarding postsecondary options for students with IDD. We also examined the educator- and school-level factors associated with students with IDD having postsecondary goals for college in their Individualized Education Program (IEP). We describe special educator preferences for learning about college options for their students with IDD and practical implications for special educators, teacher preparation programs, and IPSE programs.

show abstract

Section: Discussionmentioning

confidence: 99%

Special Educator Knowledge and Perspectives About Inclusive Postsecondary Education Programs

Bumble

Rooney-Kron

Gilson

et al. 2023

Teacher Education and Special Education: The Journal of the Tea

Self Cite

View full text Add to dashboard Cite

show abstract

Increasing Community Inclusion for Students With Disabilities

Stewart-Ginsburg,

Kittelman,

Rowe

2023

TEACHING Exceptional Children

View full text Add to dashboard Cite

Navigating Challenges to Work-Based Learning Experiences: Responses From Special Educators

Brenner,

Dymond

2023

Career Development and Transition for Exceptional Individuals

View full text Add to dashboard Cite

A host of challenges have been associated with providing work-based learning experiences (WBLEs) for students with disabilities; however, little is known about how special education teachers navigate or overcome these challenges. The purpose of this qualitative study therefore was to understand how special education teachers respond to the challenges they experience when providing WBLEs for students with extensive support needs. Participants included nine special education teachers who primarily serve 14- to 22-year-old students with extensive support needs. Each teacher participated in one semi-structured interview, and transcripts were analyzed using thematic analysis. Teachers reported responding to challenges by (a) creating authentic school-based work experiences, (b) providing direct support for students and families, (c) networking and building new connections, and (d) advocating for students in school and community contexts. Findings from this study have practical implications for special education teachers who provide WBLEs for students with extensive support needs.

show abstract

Mapping Assets for Postschool Success (MAPS): Using Digital Resource Mapping to Enhance the Transition Process

Cited by 6 publications

References 13 publications

Special Educator Knowledge and Perspectives About Inclusive Postsecondary Education Programs

Special Educator Knowledge and Perspectives About Inclusive Postsecondary Education Programs

Increasing Community Inclusion for Students With Disabilities

Navigating Challenges to Work-Based Learning Experiences: Responses From Special Educators

Contact Info

Product

Resources

About