Jeanne A. Novak

Effects of a 21st-Century Curriculum on Students’ Information Technology and Transition Skills

A pretest—posttest control group experimental design was used to evaluate the effectiveness of EnvisionIT, a 10-unit web-based curriculum designed to teach secondary students information technology (IT) skills in the context of transition-planning activities. Fifteen high schools were stratified by socioeconomic status and randomly assigned to the EnvisionIT experimental condition or a control condition in which students received traditional instruction. Pre- and posttest data for 287 students—119 (41%) of whom had disabilities—were analyzed using hierarchical linear modeling. Findings indicated that students in the experimental group made significantly greater gains in IT literacy than students in the control group. Students in the experimental group also showed greater gains in several transition skills, including goal setting, knowledge of how to find jobs, and information about college. Results support the conclusion that the EnvisionIT curriculum produces improvements in students’ acquisition of the 21st-century skills needed for success in today’s high tech world.

Application of intergroup contact theory to the integrated workplace: Setting the stage for inclusion

Social inclusion in community work settings remains an elusive outcome for many employees with intellectual disabilities. This study explored how the structure of work relationships with colleagues facilitates or inhibits social integration. Data were collected on 22 employees with disabilities through semi-structured interviews with six employment specialists and participant observations of six employees at their community worksites. Data were interpreted using intergroup contact theory, a longstanding theory within the intergroup relations literature that addresses the role of contact in reducing prejudice toward members of negatively stereotyped groups. As predicted by intergroup contact theory, interviews and observations revealed that coworkers were generally more accepting of an employee with a disability if (a) they had the opportunity to get to know the employee as an individual rather than as a stereotype or label, (b) they worked with the employee as an equal peer to accomplish common work goals, and (c) the employer or worksite supervisor unequivocally supported the equality and workplace inclusion of the employee with a disability. Findings suggest intervention strategies to promote inclusion in the integrated workplace.

Learning Through Service: A Course Designed to Influence Positively Students' Disability‐related Attitudes

This article describes a service-learning course designed to 1) encourage students to critically evaluate their attitudes and beliefs about individuals with disabilities and 2) heighten their awareness of social justice issues related to disability. Students are trained to provide one-on-one job support and career mentoring to youths with intellectual disabilities working on the university campus. Rather than simply memorising information from a textbook, students in the course develop their own understandings of disability issues through ongoing interactions with and reflection about the youths they are supporting. Learning through service: A course designed to positively influence students’ disability-related attitudes How can we, as teacher educators, encourage preservice teachers (candidates) to develop an awareness of disability issues? How do we prepare them to look beyond labels to appreciate the individuality, strengths, and potential of each student they will encounter in their classrooms? This article describes a service-learning course at Bowling Green State University in Ohio, USA, that was developed in response to these questions. Because the attitudes and beliefs of preservice teachers will inform their decision-making and professional practice throughout their careers (Renzaglia, Hutchins, and Lee 1997), teacher educators have used service learning as a pedagogical tool to shape their thinking about diversity and disability-related issues (GonsierGerdin and Royce-Davis 2005; Mayhew and Welch 2001). Through a partnership with a career-technical high school, university students in the service-learning course are paired with high school students who have intellectual disabilities. The university students serve as job coaches and career mentors as these high school students complete a work experience on the university campus. The partnership was established to provide both secondary and postsecondary students with meaningful learning experiences outside the walls of a traditional classroom setting. University students who enrol in the semester-long course are primarily preservice teachers or other students preparing for, or considering, careers in the disability field. The course is built around three interconnected components: classroom learning, experiential learning, and structured reflection.

Supported Employment and Social Relationships in the Workplace

Social relationships are important for quality of life. The published literature establishes the powerful effect social relationships have on our health [8], happiness, and overall sense of well-being [3, 15]. The interpersonal relationships and supportive social networks that we may take for granted, however, are often elusive for members of our society who have intellectual disabilities [13] or mental illness [4]. Even those who live in the community may experience social isolation and limited access to socially valued roles [4, 5]. Therefore, supporting individuals to build relationships and attain socially valued roles are central to creating truly inclusive communities. Work provides access to the socially valued role of “employee” for individuals who historically have been denied full citizenship. Because society places a high value on work and those who work, people who are employed are considered to be valuable, contributing members of society. Moreover, existing research documents a link between employment and larger social networks for people with disabilities [2, 9], which, in turn, are associated with superior quality-of-life outcomes [10, 16].

Status of Credentialing Structures Related to Secondary Transition: A State-Level Policy Analysis.

To understand the current status of transition-related credentialing systems in driving personnel preparation, it is necessary to identify which state education and rehabilitation services agencies are currently providing certification and licensure in the area of secondary transition. The purpose of this study was to examine the current state of requirements related to secondary transition in states’ personnel credentialing systems. Results provide a snapshot of current state credentialing policies related to secondary transition and a clear view of policy changes that have occurred over the last 14 years. Limitations and implications for future research and practice are discussed.

Too Disabled to Work A Crossroad Once Thought Passed

This study examined the rate at which applicants to Vocational Rehabilitation (VR) were denied services because their disabilities were “too severe.” It found that, from 2002 to 2012, 1.7% of all VR applicants throughout the United States were denied services because of the nature of their impairments. In addition, over this period, the number of VR applicants who were denied gradually declined. However, individuals who had cognitive impairments made up a larger proportion of the denied group over time while individuals who had physical disabilities made up a smaller proportion. Finally, although rates varied widely among states, most states (i.e., 34) were decreasing the use of “too disabled” as a means of denying services.

National certification initiative for employment support professionals: Promoting quality integrated employment services

This article describes a recent certification initiative to build an international network of professionals who have the knowledge and skills to provide quality integrated employment services to individuals with a variety of disabilities. An overview of the history and conceptual framework guiding the development of the Employment Support Professional Certification Program will be followed by a presentation of findings from a preliminary survey study of 93 professionals who have been certified. Survey respondents identified both personal and professional motivations for pursuing the Certified Employment Support Professional (CESP) designation, including the desire to (a) achieve a sense of accomplishment and personal satisfaction, (b) demonstrate a professional standard of competence and commitment to the profession, and (c) garner professional credibility and enhanced opportunities for career advancement. The authors describe ongoing efforts and recommendations for validating the credentialing program and for increasing the number of certified professionals equipped to establish and expand equitable employment opportunities for individuals with disabilities.

Re-examining Evidence Based Practice in Special Education: A Discussion

Abstract The Council for Exceptional Children (CEC) recently released updated standards regarding how to determine whether any particular intervention may be deemed an evidence-based practice (EBP)...

Predicting College Completion Among Students With Learning Disabilities

The authors analyzed National Longitudinal Transition Study–2 (NLTS2) data to examine the role of high school academic preparation and receipt of postsecondary academic support services (PASS) in predicting college completion among students with learning disabilities. Logistic regression analyses revealed that students who earned a 3.0 grade point average (GPA) in a college preparatory curriculum were more than twice as likely to complete college than those with a similar GPA who did not complete a college preparatory curriculum. Furthermore, among students who completed a college preparatory curriculum, earning a higher GPA and accessing PASS both dramatically increased the likelihood that they would complete college. Results underscore the importance of incorporating a college preparatory curriculum into transition planning for college-bound students with learning disabilities.

Making the Cut When Applying for Jobs Online

BACKGROUND: Companies are increasingly moving toward the use of web-based hiring practices. Unfortunately, job applicants with disabilities may encounter barriers to accessing and submitting online job applications. Recent research reveals that nearly half of job seekers with disabilities who applied for a job online found the experience to be difficult or impossible. OBJECTIVE: This article provides job seekers with intellectual and developmental disabilities and those who support them with winning strategies for navigating the online application process. CONCLUSION: Strategies focus on getting your application through automated filters in applicant tracking systems, making a good first impression, requesting assistance, leveraging your personal connections, and standing out from the crowd.