Summary of performance: bridging the transition from high school to Post-Secondary education for students with SLD

Southward, Julie D.; Davis, Mariya T.

doi:10.1080/1045988x.2020.1769012

Cited by 5 publications

(1 citation statement)

References 22 publications

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“…After graduating from high school, young adults with disabilities face additional challenges compared to their peers without disabilities, such as admission to a supportive college or postsecondary program, obtaining full-time employment with health benefits, and leading an independent life (Cortiella & Horowitz, 2014; Southward & Davis, 2020). In 2019, adults with disabilities were 3 times less likely to be employed than adults without disabilities (19.3% vs. 66.3%; Bureau of Labor Statistics, 2021).…”

Section: Teens With Disabilities and Efsmentioning

confidence: 99%

Targeting the Transition Goals of Teens Through Executive Function Support

Payne

Swanson

2022

TEACHING Exceptional Children

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Executive functions, which begin developing in early childhood, are necessary for the tasks of daily life, such as decision making and planning. Despite their early development, often without teaching, many teens with disabilities need explicit instruction to acquire and apply executive functions each day. Gaps in executive functions directly impact a teens ability to achieve post-secondary success, as executive functions support planning, goal setting, and organization. This article provides instruction on how to support teens with disabilities on three executive functions: (a) building habits that form routines, (b) utilizing sensory reminders to manage time, and (c) applying a planning tool. This article also instructs teachers on embedding executive function instruction within transition planning for individualized education programs.

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Section: Teens With Disabilities and Efsmentioning

confidence: 99%