Index

Citation (2019), "Index", Special Education Transition Services for Students with Disabilities (Advances in Special Education, Vol. 35), Emerald Publishing Limited, Bingley, pp. 205-214. https://doi.org/10.1108/S0270-401320190000035020 Publisher: Emerald Publishing Limited Copyright © 2020 Emerald Publishing Limited INDEX Academy for Certification of Vision Rehabilitation and Education Professionals (ACVREP), 92 Adult education, 138 Alternative certification, 197–199 effective instruction and supports, assess to, 197 future research, 201 highly qualified, assess to, 187 implications for practice, 199–200 limitations, 200–201 method, 188–192 results, 192–196 special education mentor teachers, 197–199 teacher stress and implications, 196–197 in urban districts, 187–188 The American Academy of Pediatrics Joint Committee on Infant Hearing Screening, 70 American Speech-Language-Hearing Association, 153 Americans with Disabilities Act (ADA), 121, 154, 155–156 ASD. See Autism Spectrum Disorders (ASD) Assistive technology (AT), 88, 91–92 ASD, 109–112 Attention-deficit hyperactivity disorder (ADHD), 11 Autism Spectrum Disorders (ASD) American Psychiatric Association (APA), 99 definition, 99 educators, 100 independent living, evidenced-based practices for, 110–111 selected evidence-based transition strategies, 101–109 fostering self-determination, 105 independent living skills, 109 peer supports, 107–108 priming before strategy, 103–104 self-advocacy, 105, 106 special interests, 106–107 visual learning, 102–103 technology and, 109–113 communication, 112 decision-making via visual schedules, 112–113 transition supports, 100 video modeling to teach vocational skills, 113–114 Autism, youth with, 5 Behavioral disorders (BD), 45–46 Behavior Assessment for Children (BASC-2), 45 Blind, 83–84, 91–92 See also Visual impairments Blindness, 173 BLS. See Bureau of Labor Statistics (BLS) Braille, 88 Bureau of Labor Statistics (BLS), 83–84 Career awareness, 45–46 education, 84, 88 readiness, 44, 84–85 CCSS. See Common Core State Standards (CCSS) Certified Assistive Technology Instructional Specialists for People with Visual Impairments (CATIS), 92 Certified Orientation and Mobility Specialists (COMS), 92 Certified Vision Rehabilitation Therapists (CVRTs), 92 Childhood special education programs, 55 Choice-making skills, 20, 21–22 Coaching and mentoring experiences, special educators, 195–196 Common Core State Standards (CCSS), 152–153, 157 Communication, 42–43, 74–75 Autism Spectrum Disorders (ASD), 112 modes, 88 quantity and quality, 55 skills, 43–44 during transition, 71–72 Communities engagement, 43–44 participation, 138 LLD, 150–151 special education transition services, 8 Community-based activities, 170 Complex problem solving, 42–43 Comprehensive Vocational Evaluation System (CVES), 93–94 CPS. See Current Population Survey (CPS) Creative skills, 42–43 Critical thinking, 42–44 Culturally and linguistically diverse (CLD) families, 7 Deaf/hard of hearing (d/DHH) students adulthood, 76 early intervention (EI), 70–73 best practice guidelines, 71 JCIH principles and guidelines for, 72 parental stress, 71–73 regulations for transition, 73 effective transition planning and benefits, 77–79 cultural considerations, 79 family involvement, 78 student involvement, 78–79 identification, 70 preparation for postsecondary life, 79–80 requirements, 76–77 school-aged services, 73–76 Deafness-blindness youth, 5 Decision-making framework, 43 LLD, 160–161 skills, 20, 21–22 via visual schedules, 112–113 Developmental delay, 54 Diagnostic and Statistical Manual of Mental Disorders (DSM), 99–100 Disabilities categories, 54 high-need students with, 170–171 Disability-related services, 11 Disability-specific characteristics, 88 Dropping out, 56 Duning − Kruger Effect, 187–188 Dyslexia and LLD, 158–160 EBD. See Emotional and behavioral disorders (EBD) Education for All Handicapped Children Act of 1975, 168–169 Education, LLD, 150–151 “1-3-6 EHDI plan”, 70 Elementary and Secondary Education Act, 170–171 Emotional and behavioral disorders (EBD) iGen, 37 society, 39–43 Step-taker program, 47–49 Ten Trends Shaping iGen, 37 transition, research and implications, 43–47 See also Transition Emotional Disturbance (ED), 43, 56, 173 Employment, 43–44, 56–57 dependent measures, 59 expectations for, 127 and job related work experiences, 45–46 opportunities for, 127 severe disabilities, 122–123 youth with extensive support needs, 126–128 EMPOWER Care Act, 181 ESSA. See Every Student Succeeds Act (ESSA) Ethical decision-making, 42–43 Every Student Succeeds Act (ESSA), 170–171, 186 Expanded core curriculum (ECC), 88, 89–90 Families as partners, 74–75 partnership, 129 special education transition services, 7–8 training, youth with extensive support needs, 129 FAPE. See Free and appropriate public education (FAPE) Financial independence, 56 Free and appropriate public education (FAPE), 186, 187, 196, 200–201 Functional academic skills, 88 Functional Model of Self-determination (2007), 19 Functional vocational evaluation, 119 Goal setting, 47, 150 and attainment skills, 20, 21–22 LLD, 160–161 Group-oriented contingency, ASD, 108 Handbook of Special Education , 35 Health impairments, 56, 168, 173 transition, 170–171 Healthy independent living, LLD, 150–151 Hearing impairments, youth with, 5 High-need students with disabilities, 170–171 IDEIA. See Individuals with Disabilities Education Improvement Act (IDEIA) IEP. See Individualized Educational Program (IEP) iGen, 36, 37 Inclusive individual support programs, 58 Inclusivity, 58 Independence, 20, 21–22, 79–80 Independent living, 56, 57, 84, 138 disabilities, 181 skills, 45–46, 88 ASD, 109 Individualized Educational Program (IEP), 2–3, 23–24, 54, 73, 119, 169–170, 186 ASD, 109–112 LLD, 151, 160 school and extracurricular activities engagement, 3 TBI, 138 teams, 90 Individualized family service plan (IFSP), 54, 71 Individualized Transition Plan (ITP), 60, 143, 152, 160 Individuals with Disabilities Education Act (IDEA), 17, 54, 118, 186 disability categories of, 56 LLD, 154 special education, 169–170 Individuals with Disabilities Education Improvement Act (IDEIA), 93, 138, 169 Integrated employment, 138 Integrated playgroups, ASD, 108 Intellectual disability, 4–5, 54 early childhood to elementary education, 55 elementary to secondary education, 55 employment, 56–57 independent living, 57 postsecondary education, 58–59 quality of life, 59–60 secondary to post-school life, 56–60 Interagency collaboration, 17–18 youth with extensive support needs, 131 Interprofessional transition planning, LLD, 153, 157 postsecondary education, 154–155 postsecondary employment needs, 155–156 postsecondary independent living needs, 156–157 school-based SLPs, 153–154 self-determination, 152–153 transition planning, student participation, 157–161 ITP. See Individualized Transition Plan (ITP) Job skill training, 61 Journal of Visual Impairment and Blindness , 93–94 K-12 education, 42–43 Language-based learning disabilities (LLD) postsecondary education, 154–155 postsecondary employment needs, 155–156 postsecondary independent living needs, 156–157 school-based SLPs, 153–154 self-determination, 152–153 transition planning, student participation, 157–161 Language-related deficits, 149–150 LDAA. See Learning Disabilities Association of America (LDAA) Learning Disabilities Association of America (LDAA), 38 Learning disability, 11, 45–46 capacity building, 20–28 postsecondary education, predictors of success, 17–18 self-determination, 19–20, 21–22 transition services for students with, 15–17 Least restrictive environment (LRE), 173 Life satisfaction, 56, 59–60 Limited alertness, health impairment, 173 LLD. See Language-based learning disabilities (LLD) Local education agency (LEA), 73 Low vision, 83–84, 88, 93–94 LRE. See Least restrictive environment (LRE) McGill Action Planning System (MAPS), 130–131 Memory, 146 MFP. See Money Follows the Person (MFP) Mild intellectual disability, 61 Mnemonic devices, 45–46 Mobility, physical education, 169–170 Money Follows the Person (MFP), 181 Motor skills, TBI, 146 Multidimensional Anxiety Scale for Children (MASC-2), 45 Multidimensional Students’ Life Satisfaction Scale (MSLSS), 45 Multiple disabilities youth, 5 National Autism Center (NAC), 109 National Center for Educational Statistics (NCES), 125 National Center for Injury Prevention and Control (2012), 145–146 National Council for Learning Disabilities, 16 National Council on Disability, 2012, 11 National Head Injury Foundation, 144–145 National Longitudinal Transition Study-2 (NLTS-2), 2–5, 15–16, 56–57, 121, 154, 176 National Secondary Transition Technical Assistance Center (NSTTAC), 109 National Technical Assistance Center on Transition (NTACT), 62 Neurological impairment, TBI, 144–145 No Child Left Behind Act, 3–4 Noncognitive skills, 42 Occupational courses/training, 17–18, 45–46 Office of Special Education and Rehabilitative Services (OSERS), 169, 176 O*NET data, 42–43 Oral and Written Language Learning Disabilities. See Language-based learning disabilities (LLD) Orientation and mobility (O&M), 84, 88 Orthopedic impairment, 173 Paid employment/work experience, 17–18 Parental expectations and involvement, 45–46 Partnership success, evaluation, 74–75 PBS. See Positive behavior support (PBS) PCP. See Person-centered planning (PCP) Peer-mediated Instruction and Intervention (PMII), 101, 106 Peer supports, ASD group-oriented contingency, 108 integrated playgroups, 108 peer buddies and peer tutors, 108 peer networks, 108 pivotal-response Training (PRT), 108 Peer tutoring, 44 and support, 45–46 Personal Futures Planning, 130–131 Person centered care planning (PCCP), 39–40 Person-centered planning (PCP), 39–40 youth with extensive support needs, 130 Physical disability, 168 Physical education, 169–170 transition-service program planning, 177 Pivotal-response Training (PRT), 108 Planning Alternative Tomorrows with Hope (PATH), 130–131 Positive behavior support (PBS), 175 Post-high school transition plans, 4 Post-school employment, 122–123, 150–151 Post-school expectations, severe disabilities, 123–124 Post-school outcomes, 60 Postsecondary activities, visual impairments students, 93–94 Postsecondary education, 2, 9, 10–11, 56, 58–59, 126, 138 employment, 4 language-based learning disabilities (LLD), 154–155 training and education, 43–44 Postsecondary employment needs, LLD, 155–156 Postsecondary independent living needs, 156–157 Postsecondary transition planning, 150–151 Pre-Employment Transition Services (Pre-ETS), 128 Pre-ETS. See Pre-Employment Transition Services (Pre-ETS) Priming, 101, 106 before strategy, 103–104 through SN, 104 video, 103 Problem-solving LLD, 160–161 skills, 20, 21–22 Programme for International Student Assessment, 42–43 PRT. See Pivotal-response Training (PRT) Psychological counseling, 3–4 Psychosocial skills, 42 Quality of life (QoL), 59–60, 168–169 Reading comprehension, 157–158 Receptive language, 145–146 Recreation and leisure skills, 84, 88 Rehabilitation Act of 1973, 18, 170 Rehabilitation Research and Training Center, 120–121 Response to intervention (RtI) model, 199–200 Reynolds Adolescent Depression Scale-2 (RADS-2), 45 Risk taking, 20, 21–22 Role-playing activities, LLD, 159 School-aged services, 73–76 School and post-school employment, 61 School-based mentoring experiences, 196 School-based setting, 54 School-based SLPs, 150, 153–154 School satisfaction, perceptions, 45 School-sponsored and paid work opportunities, 4 SDLMI. See Self-determined Learning Model of Instruction (SDLMI) Secondary to post-school life, 56–60 Self-advocacy, 63, 92–93, 152 ASD, 105, 106 LLD, 158–160 self-determination, 17–18 skills, 11, 154 Self-awareness, 21–22, 150, 152, 157 LLD, 157–158 Self-care/independent living, 17–18 Self-confidence, 36 Self-determination, 19–20, 21–22, 84, 92–93, 124–125 ASD, 105 components, 21–22 and employment outcomes, 125 generalization, 24–28 language-based learning disabilities (LLD), 152–153 lesson plan, 24 skills, 18, 45–46, 88, 150 SMARTER planning with, 23, 26 in social studies, 23–28 and student involvement, 129 students, 23–24 unit and topics, 24 Self-determined Learning Model of Instruction (SDLMI), 45–46, 62–63, 129 Self-directed IEP, 8 Self-directed learning, 63 Self-directed summary of performance (SD SOP), 10–11 Self-efficacy, 152 Self-evaluation, 21–22 Self-knowledge skills, 152, 154 Self-management/monitoring and ASD, 101 Self-reliance, 36 Sensory efficiency skills, 84, 88 Severe disabilities current transition outcomes, 120–121 factors contributing to current transition outcomes, 121–125 practices to improve transition outcomes for youth, 125–131 involvement in transition planning, 128–131 transition domain practices, 125–128 special education transition services, 118–119 Sheltered employment settings, 56–57 SMARTER Planning model, 20 Social and emotional awareness, 152–153 Social interaction skills, 84, 88 Social narratives (SN), 101, 104, 106 Social skills, 17–18, 36, 45–46, 124–125 interventions, 44–46 Social Stories™, 104 Society of Health and Physical Educators (SHAPE) of America, 170–171 SOP. See “Summary of performance” (SOP) Special education, 35, 139, 144 identification, 39 implementation, 40 individualization, 140–141 mathematics, 189–191 service delivery, 36 students in an urban school, 189 for students with intellectual disabilities evidence-based transition practices for, 61–63 transitions across age ranges, 53–60 transition services for, 60–61 teacher recruitment, 187 teacher training, 191 transition, 36 transition services. See Transition Special educators, alternatively certified administrative support, 197–199 alternative certification programs in urban districts, 187–188 effective instruction and supports, assess to, 197 future research, 201 highly qualified, assess to, 187 implications for practice, 199–200 limitations, 200–201 method, 188–192 data analysis, 191–192 data collection procedures, 191 interview questions, 191 participant characteristics, 189–191 study participants, recruitment, 189 results, 192–196 administrative support, 195 coaching and mentoring experiences, 195–196 cohort, support from, 194–195 resources availability, 192–193 special education services, 193–194 teacher stress, 192 special education mentor teachers, 197–199 teacher stress and implications, 196–197 Speech-language development, 70 Speech-language pathologist (SLP), 149 Step-taker program, 47–49 four-phase intervention, 47–48 feedback, 47–48 goal setting through letter writing, 47 iterative improvement, 48 reaping the rewards, 48 initiatives, benefits of, 48–49 Student-directed IEP, 63 Student participation, 150, 151 SLP intervention, 153–154 See also Interprofessional transition planning, LLD Students’ transition, 63 Summary of performance (SOP), 39, 79–80 Supported employment, 138 Supreme Court of the United States (SCOTUS), 186 Task-oriented rehabilitation, 175 TBI. See Traumatic brain injuries (TBI) Teachers preparation. See Special educators, alternatively certified professional development and support, 199–200 special education transition services, 5–6 stress and implications, 196–197 students with extensive support needs, 123–124 of students with visual impairments (TVIs), 92 Texas Commission for the Blind (TCB), 93–94 Think College (2019), 58 Time management skills, 86–88 Traditional academic skills, 42–43 Transition, 15–17 ASD. See Autism Spectrum Disorders (ASD) assessment, youth with extensive support needs, 130 classroom teachers role, 5–6 CLD families, 8 communities role, 8 community-based services, 177–180 definition, 56, 169–170 desirable outcomes selection, 41–43 experiencing and interpreting change, 41 facilitation of, 174–177 accessibility, 176–177 employment and occupational skills, 176 families’ role, 7–8 language-based learning disabilities (LLD), 157–161 National Longitudinal Transition Study-2 (NLTS-2), 2–5 plan development, 38 planning and implementation, 6, 171–174 preparing the student for, 38–39 program, 17–18 programming 2.0 model, primary practice categories, 172 research and implications for, 43–47 school psychologist’s role, 6–7 services for students with learning disabilities, 15–17 capacity building, 20–28 postsecondary education, predictors of success, 17–18 self-determination, 19–20, 21–22 services types, 119 society and, 39–43 Step-taker program, 47–49 four-phase intervention, 47–48 initiatives, benefits of, 48–49 students with physical disabilities and other health impairments, 170–171 summary of performance, 39 supports, ASD, 100 tasks for team, 38 transfer of rights, 39 visual impairment. See Visual impairments working with students aged 16 years and above, 9–11 Transition-focused education, 171 Transition planning, 6, 17, 73, 76–79, 119, 124–125, 172 cultural considerations, 79 definition, 5–6 family involvement, 78 involvement in, 128–131 language-based learning disabilities (LLD), 157–161 and services, 45–46 student involvement, 78–79 for students with disabilities, 6 Transition services definition, 150–151 and transition planning, students with intellectual disability, 60–61 Transition Tote System , 86 Traumatic brain injuries (TBI) academic deficits, 142 assaults and gunshot wounds, 140–141 closed head injuries, 140–141 definitions and causes, 139–141 educational and transitional programming, 144–147 assistive technology, 146–147 instructional strategies, 145–146 educational implications of, 141–142 features, 141 issues that impact transition, 142–144 learning and psychosocial problems, 139 recurrent concussions, 140–141 as silent epidemic, 140–141 well-planned transition, 141 Video modeling, 63, 101, 106 to teach vocational skills, 113–114 Visual impairments, 173 career readiness, 84–85 cognitive functioning impact, 86–88 compensatory skills training, 88–91 heterogeneous population, 85–86 labor force participation, problems with, 83–84 postsecondary activities, 93–94 resources, 94, 95–96 transition service teams for, 91–93 direct service providers trained in blindness and visual impairments, 92 state agency services and resources, 91–92 student-centered approach and involvement, 92–93 youth, 5 Visual learning, ASD, 102–103 Visual supports, 101, 106 Vocational counselor, 91–92 Vocational education, 17–18 Vocational portfolios, 90–91 Vocational rehabilitation (VR), 123, 128 services, 91–92 Vocational Rehabilitation Act, 170 Vocational training, 138 LLD, 150–151 Whose Future Is It Anyway? (WFA), 62–63 WINTAC. See Workforce Innovation Technical Assistance Center (WINTAC) Work-based learning opportunities, 90 Workforce Innovation and Opportunity Act (WIOA), 128 Workforce Innovation Technical Assistance Center (WINTAC), 128 Work-study experiences, 45–46 Zarrow Center for Learning Enrichment, 129 Book Chapters Prelims Special Education Transition Services for Students with Disabilities: An Introduction Transition Services for Students with Learning Disabilities Memories of the Warmth: Transition for Students with Emotional and/or Behavioral Disorders Special Education Transition Services for Students with Intellectual Disabilities Special Education Transition Services for Students Who Are Deaf/Hard of Hearing Special Education Transition Services for Students with Visual Impairments Special Education Transition Services for Students with Autism Special Education Transition Services for Students with Extensive Support Needs Special Education Transition Services for Students with Traumatic Brain Injuries Speech-language Pathologists’ Role in Promoting Student Participation in Interprofessional Transition Planning Teams Transitioning Students with Physical Disabilities and Other Health Impairments Foundational Assumptions for Successful Transition: Examining Alternatively Certified Special Educator Perceptions Index

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