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Inter-agency collaboration is one of the most highly recommended practices in transition from school to adult life for youth with disabilities. However, among best practices in transition, service system collaboration is the least well supported by empirical evidence demonstrating its effectiveness on youth transition outcomes. The purpose of this study was to explore the effect of inter-agency collaboration on student vocational rehabilitation outcomes in a statewide model demonstration project for youth with disabilities. Using two different measures of perceptions of collaboration among inter-agency teams, results of the study were paradoxical, finding that instrumental or task-oriented perceptions of collaboration had a positive effect on vocational rehabilitation outcomes, while perceptions of team 'synergy' had a slight, but negative effect on vocational rehabilitation outcomes. The author(s) discuss the meaning of the construct of collaboration, and its implications for transition and rehabilitation personnel., The hallmark practices associated with effective school to work transition for students with disabilities include: (a) student centered planning; (b) youth empowerment; (c) individualized career/work experiences; (d) paid employment; (e) [...]

This article describes a study examining school-to-work barriers for students with disabilities. Specifically, an iterative, three-round Delphi process was implemented to determine what secondary special educators, vocational rehabilitation counselors, and community rehabilitation programs report to be moderate to high impact barriers on transition from school to work. Panel members identified eighty-four moderate to high impact barriers across 12 domains. The highest-rated domains included lack of student involvement/skills, parent/family involvement, and interagency collaboration. The highest-impact barriers included transition students lack of employment skills, long-term supports, and student's and parent's unrealistic expectations for outcomes. Results are discussed in regards to improving collaboration among key stakeholders., Transition from school-to-work is a dynamic process in which students with disabilities engage in various activities that help solidify a career pathway. During this process, the individual explores different occupations, [...]

School counselors have been called upon to provide services to an increasing number of students with disabilities. In order to effectively manage the unique challenges they face, counselors should familiarize themselves with the American School Counselor Association's standards for working with those with special needs as well as the applicable laws governing their professional conduct and responsibilities in this role., School counselors assisting students with disabilities School districts should clearly define the role of a school counselor when working with students with disabilities. Traditionally, the Individualized Education Plan (IEP) process [...]

Outwardly, Sarah appears to be like any other smiling, outgoing elementary school student, no different from the other students in her second grade class. On closer observation, a difference is [...]

Abstract This article describes the work of academics from Birmingham City University who were commissioned to deliver a one-week training course on learning disabilities and autism spectrum conditions to teachers [...]

There are 6,500 postsecondary institutions in the U.S. that enroll about 16 million full- and part-time students, i.e., 14 million undergraduates and 2 million graduates. Only 9% of these students have a documented disability, i.e., the participation of the target population is low. The current study was an effort to identify alterable issues (for example, empowerment, advocacy, accessibility, faculty awareness, and quality of services) affecting university-based service delivery rather than unalterable status or demographic variables from the perspective of students with disabilities and administrators of Office of Disability Services (ODS). The participants were 445 students with disabilities and four ODS Directors/Coordinators at two universities in a southern and two universities in a midwestern state. The respondents reported that there existed a crucial need for collaborative service provision to eliminate duplication of efforts, campus-wide assistive technology laboratories, and assistance to minimize employment barriers. The findings, if implemented with the existing financial resources, hold promise to: (1) change the trajectory leading to low enrollment and high dropout rates and (2) generate a more inclusive provision of transition services and accessible campus ambiance., Postsecondary education is the gateway to the acquisition of a wide variety of marketable skills for high school graduates. Despite the steadily increasing cost of education and somewhat disheartening transition [...]

The author explains different principles, which can be used for the integration of evidence-based practice into the university clinic. Research literature, systematic reviews and practice guidelines are shown to work as the evidence for the teachers, as well as the students.

Introduction Researchers have given considerable attention to the role of power in the classroom. Specifically, since power is the potential or ability to influence the behavior of others (Barraclough & [...]

Research using brain scans reveals that an autistic person's brain works differently from others', wherein it functions with greater reliance on its visual areas. A university professor with autism advises teachers to work with such thinking patterns and offers suggestions for working successfully with students on the range of autism disorders.

Modern research offers a new way of understanding behavior disorders such as Attention Deficit Disorder (ADD) as well as a different view of how medication treatment actually works in the brain. Specialists assert that ADD is a complex syndrome of impairments in the development of the brain's cognitive management system, or executive functions that work together in various combinations.

This article presents findings from research that identifies key issues influencing the implementation of the federal transition requirements of the IDEA Amendments of 1997 and policies at the state and local levels; examines the impact and implications of recent general education reform initiatives on secondary education and transition services; and presents major policy, system, and other challenges that must be addressed over the next several years. Specific strategies and recommendations are offered in relation to each of the major challenges examined in this article., Beginning with the Reagan administration in the mid-1980s, the U.S. Department of Education, Office of SpecialEducation and Rehabilitative Services (OSERS), stressed the importance of improving transition services nationally. Since this [...]

THE SEVERITY of deafness can obscure the presence of other disabilities that may accompany genetic anomalies, such as occur in Alport and Usher syndromes. Recent advances in genetics have heightened attention to various disabilities and dysfunctions that may coexist with deafness. Failure to recognize these additional disabilities when they occur can misguide educational planning; may open the afflicted deaf person to failure to identify, diagnose, and manage potentially serious health conditions; and in some instances may even lead to loss of life. Of the many genetic conditions that have been identified, a few examples are cited to illustrate the need to inform parents, educators, and other caregivers about the importance of obtaining genetic information.

Our life style is different because of Jennie . . . I almost wanted or wished to experience sudden infant death syndrome as a mother |of a child with severe [...]

Students who have behavioral or emotional problems are not always adequately served by the educational system. Experts say intervention for these students must be comprehensive and multifaceted. In the nation's [...]

In 2001, a course for mindfulness meditation and somatic education was offered at the University campus in Arkansas. An experimental seminar in partnership with Disability Support Services was developed through support from a Contemplative Practice Fellowship from the American Council of Learned Societies for the disabled students. The nature of the course, the development, and the results are described.

There were more hugs than chest bumps at the end of the basketball game Thursday between Henrico High School and the Richmond Eagles, a matchup of high school students with [...]

A discussion on Attention Deficit Disorder (ADD) dispels several myths that often prevent the use of appropriate interventions in treating children with this behavior disorder. It explains that ADD is not just lack of willpower, but a chemical problem that involves impairment in the brain's management system.