April L. Mustian

Secondary Transition Evidence-Based Practices and Predictors Implications for Policymakers

The No Child Left Behind Act (2001) and Individuals With Disabilities Education Act (IDEA, 2004) had implications for teachers and students at all levels (i.e., elementary, middle, high school). Specifically, IDEA had implications for secondary students with disabilities because it required students with disabilities exit high school prepared for postschool education, employment, and independent living. When considering federal mandates and reform initiatives, state and local education agencies have to consider how students with disabilities and secondary transition will be affected. The purpose of this article is to provide an overview of secondary transition evidence-based practices and predictors of postschool success for student with disabilities. Implications for policymakers related to improving secondary transition programs and practices at federal, state, and local levels are discussed.

What Works, When, for Whom, and With Whom A Meta-Analytic Review of Predictors of Postsecondary Success for Students With Disabilities

Students with disabilities experience poorer post-school outcomes compared with their peers without disabilities. Existing experimental literature on “what works” for improving these outcomes is rare; however, a rapidly growing body of research investigates correlational relationships between experiences in school and post-school outcomes. A meta-analytic review provides means for assessing which experiences show the strongest relationships with long-term outcomes and variability in these relationships by outcome, research design, and population. This article presents a meta-analysis of in-school predictors of postsecondary employment, education, and independent living of youth with disabilities, examining 35 sources and 27 samples (N = 16,957) published from January of 1984 through May of 2010. Predictors showed differing relationships with education versus employment. Some of the least studied predictors, especially those involving multistakeholder collaboration, had larger effects than predictors more typically the focus of correlational research. Implications for future research and practice are considered.

Comparing Whole-Word and Morphograph Instruction During Computer-Assisted Peer Tutoring on Students’ Acquisition and Generalization of Vocabulary

Students with disabilities often have large vocabulary deficits that continue to increase over time if effective interventions that supplement daily academic instruction are not put in place. The current study used a simultaneous treatments design to analyze the comparative effects of whole-word vocabulary instruction and morphograph instruction on students’ vocabulary acquisition and generalization through the use of a computer-assisted peer-tutoring program. Seven of eight middle school participants with mild disabilities involved in this study acquired higher percentages of vocabulary in the morphograph condition compared to the whole-word condition. All eight students were better able to generalize to unknown vocabulary in the morphograph condition. This study’s findings indicate a functional relationship between morphograph instruction and the acquisition and generalization of vocabulary.

I Have a Voice and Can Speak Up for Myself Through Writing

Writing can be a method of expression for those who cannot or do not feel comfortable expressing themselves verbally. For students with disabilities, however, writing can be a challenging task because they often fail to see writing as a process. This article examines how to use the self-regulated strategy development model of writing, an evidence-based practice, to teach middle and high school students with emotional/behavioral disabilities to use persuasive writing as a tool to advocate for their needs and wants. Writing can help students develop self-determination skills and self-expression with the time needed to reflect on what they want to say, making the process of writing an empowering one. Example lessons, guidelines, and sample materials are provided.

Disseminating Evidence-Based Practices in Secondary Transition.

As educators move into a new era of educational reform, it becomes imperative that teachers use evidence-based instructional practices shown to be effective for students with disabilities. One area that plays a role in this process is secondary transition. The National Secondary Transition Technical Assistance Center has identified 63 evidence-based practices for teaching secondary students with disabilities. One critical component in this process is the dissemination and implementation of these practices with high fidelity. Methods for disseminating and implementing these practices with high fidelity are discussed.

Jumping Into the Deep End: Developing Culturally Responsive Urban Teachers Through Community-Immersive Partnerships

Abstract Preparing special educators for the highest-need schools remains an ongoing challenge in urban districts across the United States. One university’s collaborative community-based immersive partnership model, with emphasis on service learning, has demonstrated promising levels of impact on candidates’ preparation as preservice teachers learning how to celebrate the rich cultural histories of the communities where they are immersed. Both quantitative and qualitative results on the impact of one specific example of this work are provided.

Writing for My Future: Transition-Focused Self-Advocacy of Secondary Students With Emotional/Behavioral Disorders:

Nine high school students with emotional and behavioral disorders received instruction on how to write argumentative essays to self-advocate for their transition-focused needs. A special education teacher and paraprofessional received training on the self-regulated strategy development (SRSD) model of writing instruction. They provided instruction to students 3 days a week, 40 min each session, for 12 to 14 days of strategy instruction. The teacher and the paraprofessional provided instruction with high fidelity. Using a single-subject multiple-probe-across-groups design, findings indicated a functional relation between SRSD instruction and all students’ writing skills. Students’ essays increased for organizational quality and self-advocacy in writing. Furthermore, students’ writing self-efficacy increased as a result of instruction. Teacher and student interviews revealed an overall satisfaction with SRSD procedures and results.