Strategies for Aligning Standards-Based Education and Transition

Bassett, Diane S.; Kochhar-Bryant, Carol A.

doi:10.17161/foec.v39i2.6825

Cited by 4 publications

(5 citation statements)

References 17 publications

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“…Multiple explanations exist for what might account for the rest of the variance. Researchers have explained lower college completion rates of students with disabilities compared to peers with several observations including a lack of academic preparation, limited access to career development opportunities, and minimal development of self-determination and self-sufficiency skills while in high school (Bassett & Kochhar-Bryant, 2006; Carter, Trainor, Cakiroglu, Swedeen, & Owens, 2010; Wagner, Newman, Cameto, Levine, & Marder, 2003). Previous studies of college students with disabilities have uncovered a range of concerns that also could contribute to academic distress, including strained relationships with advisors and faculty, difficulty obtaining academic accommodations, and lack of self-advocacy (Fleming et al, 2017; Fleming, Plotner, & Oertle, 2017).…”

Section: Discussionmentioning

confidence: 99%

Treatment-seeking college students with disabilities: Presenting concerns, protective factors, and academic distress.

Fleming

Edwin

Hayes

et al. 2018

Rehabilitation Psychology

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Section: Discussionmentioning

confidence: 99%

Treatment-seeking college students with disabilities: Presenting concerns, protective factors, and academic distress.

Fleming

Edwin

Hayes

et al. 2018

Rehabilitation Psychology

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“…The absence of career development is viewed as a crisis (Savickas, 2012;Wehmeyer et al, 2019), and is emblematic of career development for all individuals. It is worse for people with disabilities (Bassett & Kochhar-Bryant, 2006;Wehmeyer et al, 2019). The lack of career exploration and development has a cascading, negative effect for adolescents making successful transitions from school to adult living or successful career transitions throughout their lives.…”

Section: Status Of Assessment For Adolescents With Disabilitiesmentioning

confidence: 99%

“…For some adolescents, there is minimal, if any, time during their middle school and high school years to learn about, explore, or experience careers that will help them formulate vocational goals. Again, this is true especially for adolescents with disabilities (Bassett & Kochhar-Bryant, 2006;Oertle & O'Leary, 2017). For the few adolescents who have opportunities to participate in transition, career, and vocational assessment, these, albeit limited, services may provide the only career-related information they receive during their school careers.…”

Section: Status Of Assessment For Adolescents With Disabilitiesmentioning

confidence: 99%

VECAP Volume 17, Number 1

2022

VECAP Journal

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Journal offers a diverse set of projects aimed at advancing knowledge and practices of vocational evaluation and career assessment. Each of the articles in this issue relate to the provision of services to specialized populations. While general information regarding vocational evaluation and career assessment is helpful, the articles in this issue contribute to providing readers with specific information that can be applied uniquely to different populations.First, Dr. Jennifer McDougal and her team provide practical guidance related to the provision of vocational evaluation services to individuals who are deaf and hard of hearing, blind and low vision, deafblind, homeless, older adults, speakers of other languages, youth in transition or have a substance use disorder. Their case study approach is highly effective for addressing the complex considerations required to address the needs of each population. Second, Dr. Bridget Green and her team provide an in-depth discussion regarding age appropriate and meaningful assessment among transition age population. Their connections between executive function and assessment provide readers with insights that can be applied to work with this population. Finally, Lindsay Chute provides a practical discussion regarding working with individuals on the autism spectrum. Lindsay Chute was a 2020 VECAP Student Literary Contest winner and we are proud to feature her article in this issue.

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Section: Status Of Assessment For Adolescents With Disabilitiesmentioning

confidence: 99%

Executive Functions and the Importance of Meaningful, Age-appropriate Career Assessment and Vocational Evaluation

Green¹,

Oliech²,

Leconte³

2022

VECAP Journal

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This paper outlines the benefits of ongoing and multiple forms of vocational assessment services for adolescents. The purpose is to discuss adolescent brain development and the roles executive functioning play in vocational assessments, especially vocational evaluation. The authors discuss the three levels of vocational assessment, recommend that vocational evaluators assess within work or learning environments, and provide recommendations and considerations for vocational evaluators as they observe manifestations of executive functioning. The authors make a case for vocational evaluators to understand the complex changes in the adolescent brain and to use current research that informs their practices and vocational evaluation recommendations to ensure that they are providing meaningful, career-focused assessment.

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Strategies for Aligning Standards-Based Education and Transition

Cited by 4 publications

References 17 publications

Treatment-seeking college students with disabilities: Presenting concerns, protective factors, and academic distress.

Treatment-seeking college students with disabilities: Presenting concerns, protective factors, and academic distress.

VECAP Volume 17, Number 1

Executive Functions and the Importance of Meaningful, Age-appropriate Career Assessment and Vocational Evaluation

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