Edna Mora Szymanski

Transition: Life-Span and Life-Space Considerations for Empowerment

Transition is a process that should empower students, families, and communities. This article integrates literature from counseling, rehabilitation, multicultural education, and special education to explain the importance of life-span considerations, including a focus on preschool and early school years, and the importance of the life-space factors of family, culture, and community. Principles of intervention for empowerment promote transition interventions that are maximally under the control of the student, promote independence and autonomy, are least intrusive, and are most natural for the chosen environment.

Rehabilitation Counseling, Special Education, and Vocational Special Needs Education: Three Transition Disciplines.

EDNA MORA SZYMANSKI is Assistant Professor Department of Rehabilitation Psychology and Special Education, University of Wisconsin-Madison; CHERYL HANLEY-MAXWELL is Assistant Professor Rehabilitation Institute, Southern Illinois University-Carbondale; and SUSAN ASSELIN is Associate Professor Department of Vocational and Technical Education, Virginia Polytechnic and State University. This manuscript was prepared for the professional development group of the Employ-

Faculty and Instructor Perception of Disability Support Services and Student Communication

The purpose of this study was to describe perceptions of the importance of disability support services and expectations of disability verification and student communication. Participants were 240 faculty and 119 instructional academic staff at a large midwestern research university. Specific disability support services were found to be at least somewhat important with most being at least moderately important. Formal verification of disability was found to be more important for students with learning and psychiatric disabilities than for students with physical and sensory disabilities (p < .001). Although direct communication was considered important for all students, it was more important for students with psychiatric disabilities than for those with learning (p < .001) or sensory disabilities (p =.001).

Career Development of People with Disabilities: Some New and Not-So-New Challenges.

Changes in the world of work present new challenges for people with disability. Using relevant literature, we review some changes in the world of work, provide an overview of an ecological model of vocational behaviour, identify possible challenges for people with disabilities, and provide suggestions for career counsellors. Work is different today from what it was just ten years ago, and these differences affect people with disabilities. In this manuscript, we will examine some of the changes and their implications through the following topics: (a) an ecological model of vocational behaviour; (b) changes in the world of work; (c) challenges for people with disabilities; (d) implications for career counsellors.

Rehabilitation Counseling in Transition Planning and Preparation.

&dquo;The transition from school to working life is an outcome-oriented process encompassing a broad array of services and experiences that lead to employment&dquo; (Will, 1984, p. 2). Coordination of effective transition services presents a formidable challenge to educational professionals. The challenge is complicated by a number of factors, including (a) diverse needs of individual students, (b) varying needs and resources of local communities (Will, 1984), (c) changing trends in regular and special education (McKinney & Hocutt, 1988), and (d) the diversity of involved professional disciplines (Eleventh Institute on Rehabilitation Issues, 1984). This article addresses the role of rehabilitation counselors in special education transition programs for students with disabilities. The authors contend that the special training of rehabilitation counselors prepares them to coordinate existing school and community resources into effective transition programs. The information provided here is therefore intended as an introduction for special education professionals who might not be familiar with the specialized training of rehabilitation counselors and their potential transition functions. The following areas will be addressed: (a) brief background of the rehabilitation counseling profession, including preservice preparation and credentialing, (b) functions of school-based rehabilitation counselors in transition programs, and (c) the impact of current trends on functions of school-based rehabilitation counselors.

The State-Federal Rehabilitation Program: Interface with Special Education

There are many differences between state and local special education programs and the state-federal vocational rehabilitation (VR) program. The differences are highlighted through discussion of the history of the state-federal VR program, differing definitions of individuals with disabilities (used in VR and special education), operation of the VR program, and funding differences and resultant differences in evaluation standards between VR and special education programs. Recommendations are made to effect productive interaction between special education and state-federal VR agencies.

From the Editors: Recommendations of the APA Task Force on Statistical Inference

n the past month or so you may have noticed statistics nerds gazing into space and sighing in relief. With 95% confidence, we expect their relief was due to an August 1999 article by Leland Wilkinson in the American Psychologist. This article, entitled &dquo;Statistical Methods in Psychology Journals: Guidelines and Expectations,&dquo; was written to address concerns about the continued use of null hypoth-

Quantitative Research: Common Myths and Cautions for Utilization in Supported Employment

Quantitative research is often used to provide justification for programs and policies; however, such research has great potential for misuse. A partnership of researchers and service providers is recommended to limit such misuse and increase the relevance of supported employment research to policy and practice. In order to assist service providers in the application of quantitative research to supported employment, the following myths of research are discussed: (a) findings from a single supported employment research study can be directly applied to policy, planning, and program improvement; (b) no differences were found between supported employment and another service option, therefore no differences exist; and (c) the research was published, therefore it is accurate. The following cautions regarding the application of research in supported employment are then presented: (a) ask questions of researchers, (b) make quality program evaluation an integral part of supported employment, and (c) adopt a healthy skepticism. And finally, a planned program of supported employment research is recommended.