Preparing Teachers for the Transition of Students with Disabilities Through Community-Based Instruction

Kamens, Michele Wilson; Dolyniuk, Chrystina A.; Dinardo, Paulette

doi:10.1177/088572880302600107

Cited by 7 publications

(7 citation statements)

References 13 publications

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“…There continues to be a considerably significant discrepancy between students with disabilities and their peers in many postsecondary areas, such as employment, postsecondary education, and community participation (Cameto, Levine, & Wagner, 2004). It is critical that VR professionals have insight into the myriad of transition competencies to enhance the quality of services provided to maximize the outcomes of those transition-age individuals they serve (Kamens, Dolyniuk, & Dinardo, 2003;Kohler, 1996). Albeit the importance of VR participation in transition services is well documented (Ethridge, Rodger, & Fabian, 2007;Oertle & Trach, 2007), many issues confound VR involvement.…”

mentioning

confidence: 99%

Vocational Rehabilitation Counselors’ Identified Transition Competencies

Plotner

Trach

Strauser

2012

Rehabilitation Counseling Bulletin

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Vocational rehabilitation (VR) professionals are critical partners in the transition process for students with disabilities; therefore, they are required to develop transition service delivery proficiencies. VR professional perceptions of transition competencies are seldom examined due to the perception that transition falls mainly on school-based professionals. In this study, VR professionals from three states were surveyed on their perceptions regarding transition competencies. Specifically, seven transition domain areas (i.e., Providing Career Planning and Counseling, Providing Career Preparation Experiences, Facilitating Allocation of Resources, Promoting Access and Opportunity for Student Success, Conducting Program Improvement Activities, Building and Maintaining Collaborative Partnerships, and Promoting Nonprofessional Supports and Relationships) were examined and reported across importance, preparedness, and frequency. Results showed that importance rankings were rated very high overall across all competencies (µ = 3.42). Preparedness was the next highest overall rating (µ = 2.77), and frequency in performing transition competencies was the lowest (µ = 2.55). Paired t tests also showed a significant difference between each of the pairs of ratings. In addition, the findings indicated that although all domains were identified as very important, respondents did not indicate they were as prepared or participated as frequently in these transition activities. Individual domain rankings and rationale as well as implications for practice are also discussed.

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mentioning

confidence: 99%

Vocational Rehabilitation Counselors’ Identified Transition Competencies

Plotner

Trach

Strauser

2012

Rehabilitation Counseling Bulletin

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“…Program components and students served. Transition programs included CBWEs such as supported employment (Neubert & Redd, 2008), summer employment (Clarke et al, 1980), job sampling (Dolyniuk et al, 2002;Kamens et al, 2003), paid work (Molfenter et al, 2017;Neubert & Redd, 2008), on-the-job training (Kohler, 1994;Neubert & Redd, 2008), after-school work camps (Molina & Demchak, 2016), job exploration training (Schalock et al, 1986), or individualized work experiences (i.e., combination of multiple different CBWEs; Luecking & Wittenberg, 2009). For most transition programs, CBWEs were just one component of the program.…”

Section: Relations Between Student Participation In Cbwes and Post-cb...mentioning

confidence: 99%

Participation of Students With Intellectual Disability in Community-Based Work Experiences: A Scoping Review

Rooney-Kron

Dymond

2022

Research and Practice for Persons with Severe Disabilities

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The purpose of this scoping review was to examine the literature about the participation of students with intellectual disability in community-based work experiences (CBWEs). We analyzed 54 original research articles written in English, conducted in the United States, and published between 1975 and 2020 in peer-reviewed journals. We identified study characteristics (e.g., research design, participants, data sources, and CBWEs) and the focus of each study. Studies focused on five areas: descriptions of student participation in CBWEs, correlates of student participation in CBWEs, relations between student participation in CBWEs and post-CBWEs outcomes, descriptions of transition programs that include CBWEs, and descriptions of stakeholders’ perceptions of student participation in CBWEs. Implications for how teachers plan CBWEs and how researchers can address gaps in the literature are discussed.

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“…Some reasons for this gap include (a) poor understanding among students on how self-determinism impacts empowerment and successful outcomes (Carter, Lane, Pierson, & Stang, 2008;Trainor, 2008); (b) lack of participation and cooperation among professionals who develop and implement the transition plan (Grigal, Test, Beattie, & Wood, 1997 as cited in Mpofu & Wilson, 2004); and (c) unclear understanding of professional competencies needed to successfully transition youth to employment, work, and related life roles (Kamens, Dolyniuk, & Dinardo, 2003).…”

Section: Importance Of Collaboration In Career Developmentmentioning

confidence: 99%

Career development: Preparation, integration, and collaboration

Webb

Repetto

Seabrooks-Blackmore

et al. 2014

Journal of Vocational Rehabilitation

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Although outcomes for adults with disabilities are improving, many do not have the same quality of life experienced by their peers without disabilities; they are unemployed, underemployed, have frequent job changes, and may not enjoy friendships or social interactions. To diminish the gap between students with disabilities and their non-disabled peers demands career development and transition planning from high school to post school activities. Students with support from their families, contacts, schools, and agencies can plan, prepare, and organize reasonable and efficient connections to employment, education and independent living options. This article will guide the reader through (a) the history and impact of career development, (b) a discussion about models of career development, (c) essential components and (d) how career development can be integrated into academic and community arenas. Finally, ideas for collaborative efforts that promote and enhance career development and transition are presented.

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Preparing Teachers for the Transition of Students with Disabilities Through Community-Based Instruction

Cited by 7 publications

References 13 publications

Vocational Rehabilitation Counselors’ Identified Transition Competencies

Vocational Rehabilitation Counselors’ Identified Transition Competencies

Participation of Students With Intellectual Disability in Community-Based Work Experiences: A Scoping Review

Career development: Preparation, integration, and collaboration

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