Anthony J. Plotner

Transition Planning for Students With Intellectual Disability, Autism, or Other Disabilities: Data from the National Longitudinal Transition Study-2

To compare the status of transition planning for students with intellectual disability, autism, or other disabilities, we used data from the National Longitudinal Transition Study-2, a federally funded, national study of the secondary and postschool experiences of students with disabilities. Results show that although transition planning had been conducted for the majority of students, few of them took a leadership role in their transition planning. Students with autism or intellectual disability were significantly less likely than students with other disabilities to take a leadership role. The majority of the active participants in transition planning were school-based personnel. We also found limited participation from other agencies/support persons (e.g., vocational rehabilitation). Students with autism or intellectual disability had more identified needs for support after school than did students with other disabilities.

Vocational Rehabilitation Counselors’ Identified Transition Competencies Perceived Importance, Frequency, and Preparedness

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.

Teaching skills related to self-employment to adults with developmental disabilities: An analog analysis

Employment opportunities for people with developmental disabilities (DD) have improved in the last several decades. There is increasing focus on helping people with DD sample more diverse employment options, including running their own businesses. The present study (1) evaluated the effects of a well-established behavioral teaching procedure on the acquisition of a sample of three broad classes of skills related to self-employment (worker, supervisor, and clerical work) in young adults with DD within an analog recycling business, and (2) investigated the extension of that treatment to the natural environment while working in isolation or in peer pairs. Results suggest that the teaching procedure was effective in teaching three broad classes of skills related to many self-employment possibilities, the skills generalized to the natural environment, and peer pairs supported each other to complete tasks with a high degree of accuracy required to run a recycling business. This study represents an initial demonstration that adults with DD can learn skills required to run their own business.

Postsecondary Education Programs for Students With an Intellectual Disability: Facilitators and Barriers to Implementation

Financial, legislative, and philosophical support for postsecondary education (PSE) programs for individuals with intellectual disability has resulted in great increases in the number of such programs across the country. Directors of new PSE programs have few research-based guidelines to provide direction for integrating programs within colleges or universities. In this study, we survey administrators of PSE programs for individuals with intellectual disability across the United States in order to identify perceptions of supports and barriers encountered during program development. We also investigated if these supports or barriers changed over time or varied according to type of program. Results suggest that most perceived barriers and supports, with the exception of funding issues, improved over time. Further, there was a significant difference in perceived support from six of the nine identified institutions of higher education IHE collaborative partners from the inception of the program to the present time.

Implementing Secondary Transition Evidence-Based Practices: A Multi-State Survey of Transition Service Providers.

Inadequate transition outcomes for youth with disabilities have produced a call for enhanced transition service delivery that includes implementation of evidence-based practices (EBPs). However, research indicates transition service providers still lack the knowledge and skills to effectively implement EBPs to ensure youth with disabilities experience positive in-school and post-school success. The purpose of this study was to investigate transition service provider and implementation factors that may impact transition service providers’ use of secondary transition EBPs. Results indicated transition service providers had limited training, access, and preparation related to secondary transition EBPs. In addition, results were promising indicating the majority of respondents were always, often, or sometimes using EBPs across the transition-related skill categories. Future research, implications for practice, and limitations are discussed.

Differences in Service Delivery Between Transition VR Counselors and General VR Counselors

Rehabilitation counselors are critical service providers for young adults with disabilities transitioning from high school to adult environments. However, the investigation of whether rehabilitation counselors in the state–federal vocational rehabilitation (VR) program are providing maximum services deserves more attention. Current literature suggests that there have been high levels of variability in how counselors in the state VR system are providing services to transition-age youth. In this study, we examined the relationship between primary job role (i.e., transition-focused or general caseload) and the counselors’ perceptions of the importance of, frequency of, and preparation for providing a set of transition activities. The results indicated that there were significant differences between groups in their ratings of the importance, their preparedness for, and the frequency of with which they engaged in the transition activities. The most notable between-group differences related to the frequency of engagement. Implications for counselor training and service provisions are discussed.

Factors Associated With Enhanced Knowledge and Use of Secondary Transition Evidence-Based Practices

Students with disabilities lag behind peers without disabilities in most postsecondary outcome areas such as employment, postsecondary education, and independent living. Numerous initiatives aimed at supporting students as they transition from school to adult life have received attention over the last few decades. These initiatives include those that focus on preparing secondary special educators and transition personnel to be better equipped to facilitate these transitions. In this study, the authors examined the extent to which middle and high school educators (n = 280) and direct-service transition professionals (e.g., transition specialists, rehabilitation counselors; n = 203) reported level of knowledge and modes of access to this knowledge related to secondary transition evidence-based practices (EBPs). In addition, this study examined if there is a difference in educators and direct-service transition professionals in reported use of EBPs. Results indicate that few educators and direct-service transition professionals believe their professional development opportunities fully prepared them with the knowledge and skills to use secondary transition EBPs. Implications and future research directions are also presented.

Navigating University Policies to Support Postsecondary Education Programs for Students With Intellectual Disabilities

Many colleges across the country are now broadening their mission to promote educational opportunities to an increasingly diverse population that includes individuals with intellectual and developmental disabilities (ID/DD). As a result, postsecondary education programs for students with ID/DD are emerging across the United States. While these programs grow, it is important that colleges and universities consider various university policies. In this article, the authors address critical considerations and discussion points to help guide college and university professionals and administration to ensure smooth program development. Specifically, the authors address three issues: (a) participant eligibility and admission, (b) access to academic and nonacademic services, and (c) area of liability. Guiding questions and recommendations for policy and practice are also provided.

Postsecondary Transition and the Courts An Update

Postsecondary transition programming for students with disabilities has been a priority for state departments of education, local school districts, and individual education program planning teams since a transition requirement was added to the Individuals With Disabilities Education Act (IDEA) in 1990. Whereas the legal requirements of transition programming are clear, it is instructive to see how courts have interpreted this mandate. In this article, we review six district-level court cases from 2012 to 2013 that involved postsecondary transition planning and services provided under IDEA 2004. Of these six cases, three were decided in favor of the school district, and three were decided in favor of the student and their families. We discuss recommendations to ensure that school districts provide legally appropriate transition planning and programming for eligible students with disabilities.

Secondary Transition Personnel Preparation in Rehabilitation Counselor Education Programs.

Rehabilitation counselors are increasingly called on to provide services to transition-aged youth. However, preparation and training efforts are not sufficient to ensure that counselors have the required knowledge and skills to adequately serve these students and young adults. The purpose of this study was to investigate how secondary transition-content is infused in rehabilitation counseling programs. Specifically, (a) which transition-related competencies are considered to be most important; (b) how much instructional time is devoted to transition content; and (c) to what extent faculty believe that graduates of their program are prepared to serve transition-aged youth. Results indicated that transition issues are touched on in rehabilitation counselor preparation, but the extent to which this content is infused varies. Students are pursuing fieldwork and employment experiences serving transition youth, but educators reported varied perceptions on how prepared they are to do so. Finally, there were significant differences between the perception of importance and preparation of students regarding domains of knowledge in transition. Implications for counselor preparation and additional areas of research are presented.