Karen B. Patterson

Evidenced Based Practices that Promote Transition to Postsecondary Education: Listening to a Decade of Expert Voices

As increasing numbers of students with disabilities access postsecondary education, research studies and literature reviews have investigated the needs of these students who chose to pursue postsecondary education. These articles included studies that (a) asked students with disabilities to identify needs and (b) summarized needs in literature reviews about students with disabilities in postsecondary education. This article summarizes needs and recommendations from college students with disabilities and authors who reviewed related literature from 1995–2006. The summary includes needs in five areas: self-determination, social skills, academic preparation, accommodations, and assistive technology (AT). Each of these areas of need is described and recommendations for practice are discussed. The purpose of this article is to identify a set of evidence-based transition practices that will address these needs and increase the likelihood of success for students who enroll in postsecondary education institutions.

A Call for Collaboration: Not Jack of All Trades.

Abstract Discover how a group of professors model collaboration at the university level to encourage preservice teachers to think collaboratively about improving student outcomes in their future classrooms

Career development: Preparation, integration, and collaboration

Although outcomes for adults with disabilities are improving, many do not have the same quality of life experienced by their peers without disabilities; they are unemployed, underemployed, have frequent job changes, and may not enjoy friendships or social interactions. To diminish the gap between students with disabilities and their non-disabled peers demands career development and transition planning from high school to post school activities. Students with support from their families, contacts, schools, and agencies can plan, prepare, and organize reasonable and efficient connections to employment, education and independent living options. This article will guide the reader through (a) the history and impact of career development, (b) a discussion about models of career development, (c) essential components and (d) how career development can be integrated into academic and community arenas. Finally, ideas for collaborative efforts that promote and enhance career development and transition are presented.

The Effects of Self-Reflection and Classroom Management Course on Pre-service Teachers’ Self-Efficacy

The purpose of this study was to analyse the effects of self-reflections and a classroom management course on pre-service teachers’ self-efficacy beliefs. A mixed-methods approach was used in data collection and analyses. The Teacher Self-Efficacy Scale was given as a preand post-test at the beginning and end of the course. Additionally, a self-reflective survey was administered three times over the duration of the course. The paired sample t-tests were used to analyse data from the Teachers’ Sense of Self-Efficacy Scale. The results revealed that the classroom management course and self-reflections had significant influences on the development of the pre-service teachers’ levels of teacher self-efficacy. The implications for pre-service teachers and teacher preparation programs were also discussed.

Special Education Issues

Although the concept of special education emerged centuries ago, public responsibility for the education and treatment of children with disabilities is a relatively new venture and has given rise to controversies, questions, and a range of opinions. Special education is driven by political, social, and economic factors, which only increases the volatility of the field.

College Students with Disabilities: Increasing Opportunities for Student Success

This article explores the growing number of students with disabilities enrolled in postsecondary educational settings and the need for faculty to reconsider the format of the traditional lecture by utilizing learning strategies and interventions that have proven successful in the literature. Research studies and literature reviews have investigated the needs of students with disabilities. Our goal was to select examples of three strategies (guided notes, response cards, and think-pairshare) that can be blended purposefully in lectures across different academic disciplines to increase the opportunities for student success.