Jean P. Lehmann

Self-Determination for Students with Disabilities A Narrative Metasynthesis

Seven narrative and systematic reviews published since 2000 and focusing on self-determination for individuals with disabilities are reviewed in this narrative metasynthesis. The authors distinguish their work from other metasynthesis work by calling it a narrative metasynthesis because they include both narrative reviews and meta-analyses in this metasynthesis. These seven reviews focused on different disability groups, different intervention curricular and instructional techniques, and different outcomes. Findings were relatively consistent with multicomponent self-determination interventions demonstrating greater positive effects than single-component interventions and self-determination and academic productivity outcomes showing greater positive effects than academic quality outcomes. Theoretical, empirical, and methodological findings and implications are discussed.

OPENING DOORS FOR STUDENTS WITH DISABILITIES ON COMMUNITY COLLEGE CAMPUSES: WHAT HAVE WE LEARNED? WHAT DO WE STILL NEED TO KNOW?

This article reviews the Community College Journal of Research and Practice research articles related to students with disabilities and establishes a focused research agenda addressing the issues either found in, or absent from, the articles. Using a modified qualitative methodology, three common themes were found: (a) campus factors supporting student success, (b) participant label ambiguities, and (c) research methodology selection. It is concluded that there is a continued need for research addressing staff development, accommodations, needs of specific disability groups, self-advocacy and self-determination approaches, and participant-oriented research methodologies used to serve students well.

The Need for Comprehensive Personnel Preparation in Transition and Career Development: A Position Statement of the Division on Career Development and Transition

This paper presents the Division on Career Development and Transitions position statement on preparing personnel in transition. The statement is organized into four sections: (a) the broader context for transition personnel preparation; (b) what should be taught: core content in personnel preparation; (c) recommendations for personnel preparation programs; and (d) implications for educational policy, practice, and future research.

A Conceptual Framework for Understanding Students' with Disabilities Transition to Community College

Students with disabilities are significantly underrepresented in the nations community college population for multiple reasons. These include low expectations, poor high school preparation and transition planning, lack of communication or support services, and ineffective or poor support from school services personnel and faculty. This paper presents a literature synthesis. Its purpose is to inform an initial framework for building towards a conceptual framework for understanding the transition to community college by students with disabilities. The framework was developed from an earlier mixed methods study involving 100 college students with disabilities and 10 disability resource counselors in eight universities and colleges, six of which were community colleges. The framework was examined by comparing six reviews from the What Works in Transition: Systematic Review Project (meta-analyses of previous studies) and five meta-syntheses (rigorous evaluations). Based on these analyses, elements of the framework were confirmed and redefined to show what was needed for (a) high quality preparation in secondary education (self advocacy development and peer/teacher awareness and sensitivity to foster maximizing postsecondary options, focused training on self-advocacy, and college visits and orientation activities); (b) planning (ongoing communication between high school and postsecondary school); and (c) access and accommodations in community colleges (instructor awareness and sensitivity, financial aid opportunities in order to foster social support networks, mentoring support, and formulation of goals for future employment). Five recommendations are provided suggesting how community college leaders, policymakers, and practitioners could use the framework to enhance the transition to community college by students with disabilities.

What's Happening in Personnel Preparation in Transition? A National Survey:

The availability of professionals trained to design and deliver transition services is important to implementing the federal mandate for transition services. Yet, there is limited information available on the state of the nation with regard to personnel preparation in transition. To address this lack of information, a national survey of colleges and universities was conducted to determine (a) which transition-related competencies are considered to be most important and (b) how much instructional time is devoted to transition content. Responses received from a total of 573 institutions of higher education across the United States and Puerto Rico indicated that administrators and faculty appear to be attending to transition issues.

Journey Toward Self-Determination Voices of Students With Disabilities Who Participated in a Secondary Transition Program on a Community College Campus

Four students with disabilities enrolled in a secondary transition program located at a community college were interviewed to learn more about their transition experiences. One of the issues they touched on was self-determination. This study is a part of the larger qualitative narrative effort but with a specific focus on exploring participants’ perceptions regarding their journey toward self-determination. Field and Hoffman’s model of self-determination (i.e., know yourself, value yourself, plan, act and experience outcomes, and learn) guided the data re-examination. Themes found in students’ stories were (a) personal factors associated with the construct of self-determination, (b) environments and experiences that foster self-determination, and (c) the individualized education program meeting as a significant tool for supporting students’ building of skills leading to self-determination. The journey toward self-determination for the four narrators was formative and complex and highlights the need to promote its practice. The authors conclude that the study’s methodology promoting joint recollection and reflection about significant life events can enhance students’ understanding and appreciation of their acquisition of self-determination skills.

Research Translated into Practices for Increasing Student Involvement in Transition-Related Activities.

This article describes an empirical investigation of the process and outcomes associated with research-to-practice strategies in three schools during a three and a half-year project. The three interrelated phases of the process were (a) the establishment of an empirical foundation, (b) the design and implementation of school-based interventions, and (c) the evaluation of the effectiveness of the interventions. Findings from each phase are described. The benefits and limitations of research-to-practice strategies as a means to improve practices in local schools is discussed. The critical role of ongoing evaluation throughout the process of translating research into practice also is discussed.

Mothers' Roles: A Comparison between Mothers of Adolescents with Severe Disabilities and Mothers of Vocational Students.

The purpose of this qualitative study was to better understand the roles mothers play in shaping the future for their adolescents. A total of 40 mothers of adolescents completing high school were interviewed. Within this sample, 20 of the mothers had children labeled as having severe disabilities, and 20 were mothers whose children had no disability label but attended cooperative education (vocational) programs. The two groups of mothers performed many of the same child- rearing tasks, but there were differences in the amount of support adolescents with disabilities needed. Mothers of vocational students described their actions to support their children as minimal but expressed a desire to be more involved with the school system. Mothers of adolescents with disabilities spent a great deal of time acting as advocates and protectors of their children as well as assisting with their childrens community integration. Implications drawn from the data are that (a) mothers of vocational students could benefit from some of the processes mandated through special education (e.g., annual, student planning meetings) and, (b) the perceptions mothers of adolescents with severe disabilities about the intensity of their roles poses a dilemma in regards to current initiatives on self-determination.

Sharing The Journey: An Individual and Integrated Systems Approach to Self-Determination

The purpose of this article is to describe a model for fostering the self-determination of adolescents with disabilities during the transition process. There are three phases of the model: (1) assessment, (2) planning, and (3) strategy implementation. During each phase, factors relating to individuals and the systems within which they interact are evaluated as either enhancing or preventing self-determination. Issues emerging from the use of this model are also discussed.

Mother's Expectations for Adolescent Children: A Comparison Between Families of Adolescents with Disabilities and Those with Non-labeled Adolescents

PARENTS ARRIVE AT their job of childrearing with a set of preconceived notions about children’s development (Goodnow, 1988; Hess, Kashiwagi, Azuma, Price, & Dickson, 1980; Stolz, 1967). Frequently, these notions are vague descriptions of qualities such as independence and respectfulness that parents hope their children will attain (Stolz, 1967). &dquo;Beliefs&dquo; parents have about their children may influence how they interact with their children and what they expect from their children (Goodnow, 1988). According to Goodnow (1988), findings from the sizeable body of research have &dquo;established that parents do hold a variety of views about children and parenting, and that these views are not always in agreement with formal psychology or with the characteristics of the children that parents are judging&dquo; (p. 287). Families who have a child diagnosed as severely mentally retarded have been found to play a central role in their child’s development and socialization. Parents’ influence is typically mentioned as being either an obstacle to children’s independence (Abramson, Ash, & Nash, 1979) or conversely as a crucial source of support (Konanc & Warren, 1984; Singer & Irvin, 1989). Recent characterizations have clarified that