Mary E. Morningstar

What Do Students with Disabilities Tell Us about the Importance of Family Involvement in the Transition from School to Adult Life

This qualitative study used focus groups to explore student perspectives on family involvement in the transition from school to adult life. Four focus groups, including students with learning disabilities, emotional and behavioral disorders, and mild mental retardation, identified pertinent issues concerning how families influence the development of a personal vision for the future, how students with disabilities perceive family involvement in transition planning, and how families influence the development of student self-determination. Results showed the importance to students of family input and support. Implications for transition planning, family roles for support during adulthood, and family-student-school partnership models are discussed.

A Multistate Survey of Special Education Teachers' Perceptions of Their Transition Competencies

Adult outcomes for students with disabilities continue to remain below their peers without disabilities, and such poor postsecondary outcomes may be due to special education teachers who are unprepared to plan and deliver effective transition services. This study examined the perceptions of 557 middle and high school special education teachers from 31 states. A transition competencies survey was developed to collect data on teacher demographic variables as well as ratings of their levels of proficiency in (a) preparation to plan and deliver transition services, (b) satisfaction with transition training, and the (c) frequency with which they deliver specific competencies. Implications for including transition content in both special education personnel preparation programs and professional development opportunities for teachers of transition-aged youth are discussed.

Using Video Modeling Delivered Through iPods to Teach Vocational Tasks to Young Adults With Autism Spectrum Disorders

The purpose of this study was to evaluate the effectiveness of using video modeling delivered through a portable media player (Apple video iPod) as a means of teaching job-related tasks to four young adults with autism spectrum disorders. The videos were enhanced by adding written instructions. Results indicated that using the iPod was associated with immediate and substantial gains in the percentage of steps completed correctly. All of the participants demonstrated maintenance of the acquired tasks. In addition, all four of the young adults were able to use the video iPod independently. Social validity data indicated that using an iPod was a socially acceptable and appropriate way to deliver a video modeling intervention in some community employment settings

A Preliminary Investigation of the Relationship of Transition Preparation and Self-Determination for Students With Disabilities in Postsecondary Educational Settings

This study examined the relationship between high school transition preparation (school and family based) and self-determination among postsecondary students with disabilities. Seventy-six participants from 4-year universities completed a two-part online survey. The first part of the survey measured three dependent variables: psychological empowerment, hope, and locus of control. The second part measured the independent variable quality of high school transition preparation. Correlational analyses were conducted between the quality of a student’s high school transition preparation and perceived self-determination (i.e., psychological empowerment, hope, and locus of control). Although significant correlations existed among the scales used to measure self-determination, the relationships between high school preparation and the role of families and self-determination was of interest.

The Persistence of Highly Restrictive Special Education Placements for Students with Low-Incidence Disabilities.

The purpose of this study is to analyze the Least Restrictive Environment (LRE) data that states and U.S. territories report from the Office of Special Education Programs (OSEP) and discuss the status of the most restrictive special education placement settings for students with disabilities. In this analysis, we found that (a) states do not set rigorous improvement goals to reduce restrictive placements, (b) the percentage of students with disabilities placed in restrictive placements have remained essentially unchanged over the past decade, and (c) students with low-incidence (severe) disabilities are disproportionally placed in restrictive placements. These results suggest that segregated educational experiences continue for thousands of students with disabilities in spite of evidence that shows that opportunities to learn and develop are enhanced in more inclusive educational settings.

Improving Interagency Collaboration: Effective Strategies Used by High-Performing Local Districts and Communities

Young adults with disabilities often depend on linkages and supports from adult agencies to achieve high-quality adult outcomes. However, interagency collaboration has emerged as a major area of difficulty and a critical area in need of improvement for school districts throughout the United States. Based on the input of research participants from 29 high-performing districts and state-level transition coordinators from five diverse states, this article identifies 11 key strategies to enhance interagency collaboration. Results provide implications for the field of transition concerning effective methods for increasing interagency collaboration and, ultimately, improving postschool outcomes for student with disabilities.

Transition Planning Involving Culturally and Linguistically Diverse Families

Family involvement in the transition process has been recognized as a crucial indicator of successful transition planning. Many parents, however, take a passive role in their childs Individualized Education Program (IEP) transition meeting. Moreover, despite the clear mandate of the Individuals with Disabilities Education Act (IDEA), parents from culturally and linguistically diverse backgrounds are even less involved. This article explores the current status of parent involvement in transition planning for families from diverse backgrounds. It examines the barriers placed on such parents and recommends strategies to enhance the partnerships between parents and school programs during the transition period.

Critical Issues in Career Development and Employment Preparation for Adolescents with Disabilities

This article examines critical issues facing educators who are concerned with preparing adolescents with disabilities to meet the challenges of successful career planning and employment. Two issues at the forefront of career development and employment preparation are discussed in light of the results from a qualitative research study that used interactive focus groups to examine the perspectives of students with disabilities about their experiences with career development and employment preparation. The data presented in this article focus specifically on students with disabilities and their perspectives regarding identification of careers and future employment and the role their families played in career development.

Policy and the Impact on Placement, Involvement, and Progress in General Education: Critical Issues That Require Rectification.

Students with significant disabilities continue to be among the most segregated in schools. In this article, we argue that the principles of least restrictive environment and involvement and progress in the general curriculum have been interpreted in ways that perpetuate segregation, rather than increasing students’ access to meaningful curriculum in inclusive educational contexts. We examine this issue from three broad perspectives: federal policy related to least restrictive environment, interpretations of policies related to involvement and progress in the general curriculum, and the implementation of policies related to assessment of grade-level standards. We discuss implications of each of these issues for providing and increasing involvement and progress in general education contexts and content.

The Status of Personnel Preparation for Transition Education and Services: What Is the Critical Content? How Can It Be Offered?

This article summarizes and comments on the primary themes of the articles found in this special issue of CDEI as well as the challenges that have been raised through the research found in this issue. We discuss two major issues found in the preparation of secondary transition educators: current content as well as existing delivery methods. Finally, we propose several recommendations for future transition personnel preparation.