Advertisement

Rethinking the Paradigm

Comprehensive Transition from Birth to Adulthood
  • June Gothberg
  • Sondra Stegenga
  • Debbie Cate
Chapter
  • 304 Downloads
Part of the Studies in Inclusive Education book series (STUIE)

Abstract

Education is a transformative process, a pathway for individuals to realize dreams and change trajectories. Yet, it is well-known that education, post-school outcomes, and the journey to attainment are not equal for all. Vulnerable populations, such as individuals with disabilities, demonstrate poorer long-term outcomes including increased high school dropout and lower employment rates (Newman, Wagner, Cameto, & Knockey, 2009).

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Americans with Disabilities Act of 2009, Pub. L. No. 101–336, 104 Stat. 328Google Scholar
  2. AOTA. (2014). AOTA practice advisory on primary provider approach in early intervention. Retrieved from http://www.aota.org/-/media/corporate/files/practice/children/aota-advisory-on-primary-provider-in-ei.pdfGoogle Scholar
  3. Barrera, I., & Corso, R. M. (2003). Skilled dialogue: Strategies for responding to cultural diversity in early childhood. Baltimore, MD: Paul H. Brookes Publishing Co.Google Scholar
  4. Beamish, W., Meadows, D., & Davies, M. (2012). Benchmarking teacher practice in Queensland transition programs for youth with intellectual disability and autism. The Journal of Special Education, 45, 227–241.CrossRefGoogle Scholar
  5. Bhutta, A. T., Cleves, M. A., Casey, M. H., Cradock, M. M., & Anand, K. J. S. (2002). Cognitive and behavioral outcomes of children who were born preterm: A meta-analysis. The Journal of American Medical Association, 288, 728–737.CrossRefGoogle Scholar
  6. Bruder, M. B., Dunst, C. J., Wilson, C., & Stayton, V. (2013). Predictors of confidence and competence among early childhood interventionists. Journal of Early Childhood Teacher Education, 34, 249–267.CrossRefGoogle Scholar
  7. Center on the Developing Child at Harvard University. (2009). Five numbers to remember about early childhood development (Brief). Retrieved from www.developingchild.harvard.edu
  8. Cobb, B., & Alwell, M. (2009). Transition planning/coordinating interventions for youth with disabilities. Career Development for Exceptional Individuals, 32, 70–81.CrossRefGoogle Scholar
  9. Dabkowski, D. M. (2004). Encouraging active parent participation in IEP team meetings. Teaching Exceptional Children, 36, 34–39.CrossRefGoogle Scholar
  10. Dahlkemper, L. (2002). School board leadership: Using data for school improvement. National School Board Association Research Policy Brief, 2, 1–4.Google Scholar
  11. Denham, S. A., Blair, K. A., Levita, J., Sawyer, K., Auerbach-Major, S., & Queenan, P. (2003). Preschool emotional competence: Pathway to social competence? Child Development, 74, 238–256.CrossRefGoogle Scholar
  12. Division for Early Childhood. (2015). DEC recommended practices: Enhancing services for young children with disabilities and their families (DEC Recommended Practices Monograph Series No.1). Los Angeles, CA: Division for Early Childhood.Google Scholar
  13. Dunst, C. J., Bruder, M. B., & Espe-Scherwindt, M. (2014). Family capacity-building in early childhood intervention: Do context and setting matter? School Community Journal, 23, 37–48.Google Scholar
  14. Dunst, C. J., Hamby, D. W., & Brookfield, J. (2007). Modeling the effects of early childhood intervention variables on parent and family well-being. Journal of Applied Quantitative Methods, 2, 268–288.Google Scholar
  15. Dunst, C. J., Trivette, C. M., & Hamby, D. W. (2007). Meta-analysis of family-centered help giving practices. Mental Retardation and Developmental Disabilities Research Reviews, 13, 370–378.CrossRefGoogle Scholar
  16. Dunst, C. J., Trivette, C. M., Hamby, D. W., Raab, M., & Bruder, M. B. (2001). Everyday family and community life and children’s naturally occurring learning opportunities. Journal of Early Intervention, 23, 151–164.CrossRefGoogle Scholar
  17. Feldman, R., Carter, E. W., Asmus, J., & Brock, M. E. (2016). Presence, proximity, and peer interactions of adolescents with severe disabilities in general education. Exceptional Children, 82, 192–208.CrossRefGoogle Scholar
  18. Greene, G. (2011). Transition planning for culturally and linguistically diverse youth. Baltimore, MD: Paul H Brookes Publishing Co.Google Scholar
  19. Greene, G. (2014). Transition of culturally and linguistically diverse youth with disabilities: Challenges and opportunities. Journal of Vocational Rehabilitation, 20, 239–245.Google Scholar
  20. Hart, B., & Risley, T. R. (2003). The early catastrophe. American Educator,27(1), 4–9.Google Scholar
  21. Hebbeler, K., & Spiker, D. (2007). National Early Intervention Longitudinal Study (NEILS). Menlo Park, CA: SRI International.Google Scholar
  22. Heckman, J. J. (2006). Skill formation and the economics of investing in disadvantaged children. Science, 312, 1900–1902.CrossRefGoogle Scholar
  23. Ickovics, J. R., Kershaw, T. S., Westdahl, C., Magriples, U., Massey, Z., Reynolds, H., & Rising, S. S. (2007). Group prenatal care and perinatal outcomes: A randomized control trial. American College of Obstetricians, 110, 330–339.Google Scholar
  24. Individuals with Disabilities Education Improvement Act, 20 U.S.C. §1401 et seq. (2004).Google Scholar
  25. Kohler, P. D. (1993). Best practices in transition: Substantiated or implied? Career Development for Exceptional Individuals, 16, 107–121.CrossRefGoogle Scholar
  26. Kohler, P. D. (1996). Taxonomy for transition programming: Linking research to practice. Champaign, IL: University of Illinois at Urbana-Champaign, Transition Research Institute.Google Scholar
  27. Kohler, P. D., & Field, S. (2003). Transition‐focused education: Foundation for the future. The Journal of Education, 37, 174–183.Google Scholar
  28. Kohler, P. D., DeStephano, L., Wermuth, T., Grayson, T., & McGinty, S. (1994). An analysis of exemplary transition programs: How and why are they selected? Career Development for Exceptional Individuals, 17, 187–202.CrossRefGoogle Scholar
  29. Kohler, P. D., Gothberg, J. E., Fowler, C. H., & Coyle, J. (2016). Taxonomy for transition programming 2.0: Linking research to practice. Kalamazoo, MI: Western Michigan University.Google Scholar
  30. Kong, N. Y., & Carta, J. J. (2011). Responsive interactions interventions for children with or at risk for developmental delays: A research synthesis. Topics in Early Childhood Special Education, 33, 4–17.CrossRefGoogle Scholar
  31. Landmark, L. J., Ju, S., & Zhang, D. (2010). Substantiated best practices in transition: Fifteen plus years later. Career Development for Exceptional Individuals, 33, 165–176.CrossRefGoogle Scholar
  32. Luecking, D. M., & Luecking, R. G. (2015). Translating research into a seamless transition model. Career Development and Transition for Exceptional Individuals, 38, 4–13.CrossRefGoogle Scholar
  33. McCollin, M. J., & Obiakor, F. E. (2010). Transition: Why it does not work. In F. E. Obiakor, J. P. Bakken, & A. F. Rotatori (Eds.), Current issues and trends in special education (Vol. 20, pp. 163–174). Bingley, UK: Emerald Group Publishing Limited.CrossRefGoogle Scholar
  34. Morningstar, M. E., Allcock, H. C., White, J. M., Taub, D., Kurth, J. A., Gonsier-Gerdin, J., Ryndak, D. L., Sauer, J., & Jorgensen, C. M. (2016). Inclusive education national research advocacy agenda: A call to action. Research and Practice for Persons with Severe Disabilities, 41, 209–215.CrossRefGoogle Scholar
  35. Morningstar, M. E., Frey, B. B., Noonan, P. M., Ng, J., Clavenna-Deane, B., Graves, P., Kellems, R. O., McCall, Z., Pearson, M., & Bjorkman Wade, D. (2010). A preliminary investigation of the relationship of transition preparation and self-determination for students with disabilities in postsecondary educational settings. Career Development for Exceptional Individuals, 33, 80–94.CrossRefGoogle Scholar
  36. Morningstar, M., & Mazzotti, V. (2014). Teacher preparation to deliver evidence-based transition planning and services to youth with disabilities (Document No. IC-1). Retrieved from University of Florida, Collaboration for Effective Educator, Development, Accountability, and Reform Center website: http://ceedar.education.ufl.edu/tools/innovation-configurations/
  37. National Technical Assistance Center on Transition. (NTACT). (n.d.). Effective practices and predictors. Retrieved from http://transitionta.org/effectivepractices
  38. Newman, L. (2005). Family involvement in the educational development of youth with disabilities. Menlo Park, CA: SRI International. Retrieved from www.nlts2.org/reports/familyinvolve_report.htmlGoogle Scholar
  39. Newman, L., Wagner, M., Cameto, R., & Knockey, A. M. (2009). The post-high school outcomes of youth with disabilities up to 4 years after high school. A report of findings from the national longitudinal transition study-2 (NLTS2) (NCSER 2009-3017). Menlo Park, CA: SRI International.Google Scholar
  40. Roth, K., & Columna, L. (2013). Collaborative strategies during transition for students with disabilities. Journal of Physical Education, Recreation & Dance, 82, 50–55.CrossRefGoogle Scholar
  41. Rous, B. (2015). Transition: Using the recommended practices to support continuity and transitions. In Division for early childhood recommended practices (pp. 109–118). Los Angeles, CA: Division for Early Childhood.Google Scholar
  42. Rous, B., Harbin, G., & McCormic, K. (2006, September). A child outcome framework for the early childhood transition process (NECTC Research Brief #2). Lexington, KY: University of Kentucky, Interdisciplinary Human Development Institute, National Early Childhood Transition Center.Google Scholar
  43. Rous, B., Hallam, R., Harbin, G., McCormick, K., & Jung, L. (2007). The transition process for young children with disabilities: A conceptual framework. Infants & Young Children, 20, 135–148.CrossRefGoogle Scholar
  44. Rous, B., Myers, C. T., & Stricklin, S. B. (2007). Strategies for supporting transitions of young children with special needs and their families. Journal of Early Intervention, 30, 1–18.CrossRefGoogle Scholar
  45. Rowe, D. A., Alverson, C. Y., Unruh, D., Fowler, C. H., Kellems, R. O., & Test, D. W. (2015). A Delphi study to operationalize evidence-based predictors in secondary transition. Career Development and Transition for Exceptional Individuals, 38, 113–126.CrossRefGoogle Scholar
  46. Rusch, F. R., DeStephano, L., Chadsey-Rusch, J., Phelps, L. A., & Szymanski, E. (1992). Transition from school to adult life: Models, linkages, and policy. Sycamore, IL: Sycamore.Google Scholar
  47. Schweinhart, L. J. (2005). Lifetime effects: The high scope/perry preschool study through age 40. Yipsilanti, MI: High/Scope.Google Scholar
  48. Shonkoff, J. (2010). Building a new biodevelopmental framework to guide the future of early childhood policy. Child Development, 81, 357–367.CrossRefGoogle Scholar
  49. Shonkoff, J., & Fisher, P. (2013). Rethinking evidence-based practice and two generation gaps to create the future of early childhood policy. Development and Psychopathology, 25, 1635–1653.CrossRefGoogle Scholar
  50. Spooner, F., & Browder, D. (2015). Raising the bar: Significant advances and future needs for promoting learning for students with severe disabilities. Remedial and Special Education, 36, 28–32.CrossRefGoogle Scholar
  51. Tran, Y. (2014). Addressing reciprocity between families and schools: Why these bridges are instrumental for students’ academic success. Improving Schools, 17(1), 18–29.CrossRefGoogle Scholar
  52. Test, D. W., & Cease-Cook, J. (2012). Evidence-based secondary transition practices for rehabilitation counselors. Journal of Rehabilitation, 78, 30–38.Google Scholar
  53. Test, D. W., Aspel, N. P., & Everson, J. M. (2006). Transition methods for youth with disabilities. Upper Saddle River, NJ: Pearson Education, Inc.Google Scholar
  54. Test, D. W., Mazzotti, V. L., Mustian, A. L., Fowler, C. H., Kortering, L. J., & Kohler, P. H. (2009). Evidence based secondary transition predictors for improving post-school outcomes for students with disabilities. Career Development for Exceptional Individuals, 32, 160–181.CrossRefGoogle Scholar
  55. U.S. Government Accountability Office. (2006). Summary of a GAO conference: Helping California youths and disabilities transition to work or postsecondary education (Publication No. GAO-06–759SP). Washington, DC: Author.Google Scholar
  56. Wandry, D., Webb, K., Williams, J., Bassett, D., Asselin, S., & Hutchinson, S. (2008). Teacher candidates’ perceptions of barriers to effective transition programming. Career Development for Exceptional Individuals, 31, 14–25.CrossRefGoogle Scholar
  57. Whitebook, M., McLean, C., & Austin, L. J. E. (2016). Early childhood workforce index – 2016. Berkeley, CA: Center for the Study of Child Care Employment, University of California, Berkeley.Google Scholar
  58. Workgroup on Principles and Practices in Natural Environments, OSEP TA Community of Practice. (2008, March). Part C settings: Agreed upon mission and key principles for providing early intervention services in natural environments. Retrieved from http://ectacenter.org/~pdfs/topics/ families/Finalmissionandprinciples3_11_08.pdf
  59. Xu, T., Dempsey, I., & Foreman, P. (2016). Validating Kohler’s taxonomy of transition programming for adolescents with intellectual disability in the Chinese context. Research in Developmental Disabilities, 48, 242–252.CrossRefGoogle Scholar

Copyright information

© Sense Publishers 2017

Authors and Affiliations

  • June Gothberg
    • 1
  • Sondra Stegenga
    • 2
  • Debbie Cate
    • 3
  1. 1.Office of the Vice President for ReseachWestern Michigan UniversityUSA
  2. 2.Department of Special Education – Early InterventionUniversity of OregonUSA
  3. 3.FPG Child Development InstituteUniversity of North Carolina at Chapel HillUSA

Personalised recommendations