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Transition Across Disabilities and Cultures

Transition Across Disabilities and Cultures. Group Focus.

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Transition Across Disabilities and Cultures

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  1. Transition Across Disabilities and Cultures

  2. Group Focus • While school-to-work transition follows a well-determined path (if not one yet based in evidence), group differences can color the meaning and change the measure of our interventions. Service must be flexible enough to adapt to these differences. Culture and disability stand out as two fundamental schemas that mediate the meaning (individually and in interaction) of work, education, transition, and success in the lives of student /clients and their communities. How does evaluation change across disability types and cultural contexts such that best practice in transition is properly served?

  3. Historical Legislation • IDEA • Rehabilitation Act of 1973 • Sections 501-504 • IDEA Part B and Workforce Investment Act • Applications of Laws

  4. Challenges • Youth of color age 18-24 are less likely to make the successful transition to adulthood

  5. Disability Types • Table demonstrates Improvements in the school exit of youth with disabilities • Between 1987-2003

  6. TABLE I Characteristics of Focus Students by Disability Category Students With EBD (n=59) Students With LD (n= 101) All Students(N=160) Variable % M (SD) % M (SD) % M (SD) Age 17.3 (1.2) 17.1 (1.3) 17.2 (1.3) Gender Female 20.3 37.6 31.3 Male 79.7 62.4 68.8 Race/ethnicity American Indian 0 2.0 1.3 Latino 0 3.0 1.9 Not reported 1.7 0 0.6 Grade 9 13.6 18.8 16.9 10 35.6 28.7 31.3 11 25.4 28.7 27.5 12 25.4 23.8 24.3 Note. EBD = emotional and/or behavioral disorders, including Autism/ASD; LD = learning disabilities. Hoffmnan, L. (2009). Numbers and Vpes of-public elementary and secondary schools from the common core of data: School year 2006-07. Washington, DC: National Center for Education Statistics, Institute of Education Sciences.

  7. TABLE 2 Teacher Ratings of Focus Students by Domain and Disability Group % Ranking % Ranking……… Domain 0 or l 2 or 3 4 or 5 M (SD) NA DK Community participation EBD 16.4 41.0 25.1 2.75 (1.21) 1.7 15.5 LD 10.4 40.3 32.2 3.08 (1.08) 5.0 12.2 Further education EBD 22.1 34.5 23.8 2.86 (1.34) 14.5 4.8 LD 9.5 33.5 32.3 3.27 (1.11) 20.2 4.6 More data to be added soon.

  8. Assessments • Observations • Interviews • Record Reviews • Testing and Performance Activities • Formal Testing • Student/Family Participation in Transition

  9. Intellectual & Learning Disabilities • Norm Referenced or Curriculum Based Assessments • Aptitude Testing • Comprehensive Adult Student Assessment System • Secondary English Proficiency Test (SLEP) • Test of English as a Foreign Language (TOEFL)

  10. Psychological & Emotional Disabilities • Career Interest Inventories • Behavioral Assessments

  11. A Team Effort • Whenever possible, transition students should be encouraged to participate in the development of their own career development planning. • Parents and/or other family members • Teachers/Support Personnel • Outside agencies including: VR counselor, Independent Living Resources, Higher Education Counselors/Advisors

  12. Best practices • Empirical Research • Instruments use relevant to current disability • Reliability Validity & Utility of instruments • Applications • Evaluations • Cultural and Disabilities Implications

  13. Conclusion

  14. References •    Bolton, BF. & Parker. RM. (2008). Handbook of Measurement and Evaluation in Rehabilitation 4th ed. Austin, TX:PRO-ED., 7, 180. •      Dana, R. H. (1996). Cullturally competent assessemtn practice in the U.S. Journal of personality Assessemtn, 66, 472-487. • Wagner, Mary., Newman, Lynn., Cameto, Renee., & Lovino, Phyllis. (2005). National Longitudinal Transitional Study 2. Changes Over time in The Early Postschool Outcomes Of Youth With Disabilities. SRI International. •      Uniqual opportunities For Youth in Transition. (2011). Race Matters.  www.aedf.org/upload/publicationfiles/fact_sheet5.pdf.

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