Kelly R. Kelley

Linking Transition Assessment and Postsecondary Goals: Key Elements in the Secondary Transition Planning Process

(IEPs) for students with disabilities ages 16 and older must include a transition component. It is important for educators to understand the role transition assessment plays in developing a thorough transition component that includes measurable postsecondary goals, annual IEP goals, transition services, and a course of study. Multidisciplinary teams should consider questions such as: How can educators use information about a student’s strengths, needs, and preferences to develop an effective transition plan? What role does transition assessment play in developing measurable postsecondary goals, annual IEP goals, and transition services for students with disabilities? What is the best way to link a student’s annual IEP goals to postsecondary goals?

Effects of Picture Prompts Delivered by a Video iPod on Pedestrian Navigation

Transportation access is a major contributor to independence, productivity, and societal inclusion for individuals with intellectual and developmental disabilities (IDD). This study examined the effects of pedestrian navigation training using picture prompts displayed through a video iPod on travel route completion with 4 adults with IDD. Results indicated a functional relation between picture prompts on the video iPod and pedestrian navigation skills to and from various locations. Maintenance data indicated all participants continued navigating trained routes for up to 232 days using the video iPod. Generalization measures to untrained routes were positive. Social validity data suggested iPod training was useful and practical for teaching independent pedestrian navigation skills. Last, limitations, suggestions for future research, and implications for practice were provided.

Effects of the Self-Directed IEP Delivered Using Computer-Assisted Instruction on Student Participation in Educational Planning Meetings

The Self-Directed IEP has been demonstrated to be effective in improving students’ abilities to lead their own Individualized Education Program (IEP) planning meetings. However, teachers need methods that are both effective for teaching students to lead their own educational planning meetings and efficient methods. One method that has been effective in the classroom to teach a variety of skills is computer-assisted instruction. This study used a multiple-probe design across participants to examine the effects of the Self-Directed IEP, adapted for the computer, on improving students’ abilities to lead their own educational planning meetings. Results indicated a functional relationship between the Self-Directed IEP and participation levels in meetings. Follow-up data show that students were able to generalize and maintain these skills. Future research considerations and implications for practice are discussed.

Comparing Audio-Supported Text and Explicit Instruction on Students’ Knowledge of Accommodations, Rights, and Responsibilities

With increasing numbers of students with disabilities entering postsecondary education, it is important to teach students with disabilities their rights and responsibilities governed by civil rights acts (i.e., Section 504 of the Rehabilitation Act of 1973, Americans With Disabilities Act) for requesting accommodations in postsecondary education. This study compared the effects of audio-supported text and explicit instruction on students’ knowledge of their rights, responsibilities, and accommodations in postsecondary education. Participants included four high school seniors with mild disabilities from an urban school district. Using a simultaneous-treatments design with an initial baseline and final best treatment phase, results indicated explicit instruction produced higher scores compared to audio-supported text for all participants. Future research and implications for practice are discussed.

A focus on natural supports in postsecondary education for students with intellectual disabilities at Western Carolina University

Postsecondary education opportunities for students with intellectual disabilities (ID) have increased over the past 40 years. Although programs vary, some have been designed to provide a fully inclusive learning experience. The University Participant (UP) Program at Western Carolina University (WCU) is a fully inclusive program where participants live in campus residence halls, audit classes, work in internships on campus, and participate in a wide variety of on-campus activities. An important part of the UP program is the student volunteers serving as natural supports or individuals providing necessary assistance in typical environments for UP Program participants throughout the day. This paper describes how the WCU UP Program uses natural supports to facilitate inclusive opportunities, responsibilities, recruitment, training, coaching, coordination, scheduling, and evaluation of work performance. We conclude with benefits of having undergraduate students serve as natural supports in postsecondary education programs.

Effects of Self-Directed Summary of Performance on Postsecondary Education Students’ Participation in Person-Centered Planning Meetings

Teaching students to develop and use a Summary of Performance (SOP) may be one method for teaching self-advocacy skills to ensure students with intellectual disability can advocate for accommodations and supports during Person-Centered Planning (PCP) meetings and in postschool employment settings. This study used a multiple-probe across participants design to investigate the effects of the Self-Directed Summary of Performance (SD-SOP) on participation in PCP meetings for students with intellectual disability. Results indicated increased participation during PCP meetings for all participants. In addition, participants were able to generalize use of the SD-SOP to employment settings. Implications for future research and practice are discussed.

Effects of Direct Systematic Instruction on Google Glass Orientation With Individuals With Intellectual Disability

Glass, designed by Google, is a fairly new wearable and mobile technology that projects an image into a glass prism above the eye and is currently in beta testing. A touch pad on the side of Glass allows users to engage with the device through swiping gestures and voice control to perform several functions similar to mobile devices. This initial study used a multiple probe across participants design to investigate the effects of direct systematic instruction (model-lead-test [MLT]) to teach three individuals with intellectual disability (ID) to operate Glass. To date, no study has been conducted using Glass with individuals with ID. Results demonstrated a functional relation between the direct systematic instruction and student performance with Glass orientation across all participants. Additionally, participants indicated positive experiences using this wearable/mobile technology based on social validity measures collected at the end of the study. Limitations, future research, and implications for practice are also discussed.

College to career ready: Innovative practices that lead to integrated employment

BACKGROUND: With recent legislative and funding support from the Higher Education Opportunity Act (2008) and Higher Education Reform and Opportunity Act (2015), many colleges and universities are expanding to serve a wider range of students, including individuals with intellectual disability (ID). OBJECTIVE: This practice brief shares how one fully inclusive postsecondary (PSE) program in the southeastern United States provides PSE and vocational training to successfully connect 80% of their program graduates to integrated employment outcomes after graduation with reported long-term success. CONCLUSION: Details are shared on how the PSE program established more than 40 internships and collaborated with various employers, family members, natural supports, coworkers, and community members to achieve successful employment opportunities both during and after college experiences. Finally, specific innovative practices used in this PSE program related to a) career interests/assessments, b) person centered planning practices to determine support needs, c) advising and college course planning, d) setting up internships and paid work experiences, e) evaluation and observation of work performance, and f) connecting back to the community with video resumes are also shared.

Studying abroad inclusively: Reflections by college students with and without intellectual disability.

Postsecondary education programs have increased opportunities for students with and without intellectual disabilities to study abroad as inclusive classes. Using open-coding qualitative techniques, the authors examined an inclusive study abroad group’s daily reflective journals during a study abroad trip to London and Dublin. Three shared categories emerged from analysis: personal development, bonding/social inclusion, and learning from English and Irish adults with intellectual disabilities. Each group reported two distinct categories as well. Students with intellectual disabilities described the importance of mobility/transportation and fun, while their classmates without intellectual disabilities described the importance of inclusive learning and an increasing awareness of barriers to full participation for people with disabilities. Student-constructed categories are used to describe the benefits of inclusive study abroad and build future inclusive international opportunities.

In Other Sources.

This column provides brief summaries of transition-related articles published in 2007 in 23 other professional journals. The 49 articles included descriptive, experimental, and qualitative research as well as program descriptions, conceptual papers, and practitioner pieces. All areas of Kohlers taxonomy for transition programming were addressed: family involvement, interagency collaboration, program structure, student development, and student-focused planning.