Transition planning at the intersection of special education and inclusion

• Authors: AMY L. COOK , Felicia L. Wilczenski

Title variants

PL

PLANOWANIE PRZEJŚCIA ZE SZKOŁY ŚREDNIEJ DO EDUKACJI POLICEALNEJ NA SKRZYŻOWANIU KSZTAŁCENIA SPECJALNEGO I EDUKACJI WŁĄCZAJĄCEJ

• Languages of publication: PL EN

Abstracts

PL

Przejście ze szkoły średniej do edukacji policealnej i zatrudnienia może być wyzwaniem dla wszystkich uczniów, a szczególnie dla młodzieży z niepełnosprawnością intelektualną, w przypadku której ryzyko życia w ubóstwie jest wyższe niż u pełnosprawnych rówieśników. W Stanach Zjednoczonych poświęca się coraz większą uwagę okresowi przejścia uczniów z niepełnosprawnością intelektualną z okresu adolescencji w dorosłość. Jest on procesem o decydującym znaczeniu. W artykule omówiono wyzwania związane z okresem przejścia oraz opisano rolę specjalistów w tej dziedzinie, jeśli chodzi o zapewnienie skutecznych strategii wsparcia prowadzących do realizacji potrzeb uczniów z niepełnosprawnością intelektualną w zakresie przejścia ze szkoły średniej do edukacji policealnej.

EN

Transition from high school to postsecondary education (PSE) and employment can be challenging for all youth, and particularly for youth with intellectual disability (ID) who are more likely to remain in poverty than their peers without disabilities. In the United States, the critical transition period from adolescence to adulthood for students with ID is receiving increased attention. This article reviews transition challenges and describes the role of transition specialists in providing effective support strategies to meet the postsecondary transition needs of students with ID.

Keywords

PL

przejście ze szkoły średniej do edukacji policealnej; niepełnosprawność intelektualna

EN

postsecondary transition; intellectual disability

• Publisher: Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
• Journal: Człowiek - Niepełnosprawność - Społeczeństwo
• Year: 2015
• Issue: 4(30)
• Pages: 5-15

Contributors

author

AMY L. COOK

• University of Massachusetts, 100 Morrissey Blvd., Boston, MA 02125; tel. [phone];

author

Felicia L. Wilczenski

• University of Massachusetts, 100 Morrissey Blvd., Boston, MA 02125; tel. [phone];

References

• American Association on Intellectual and Developmental Disabilities. (2013). Frequently Asked Questions on Intellectual Disability. Washington, DC: Author. Retrieved from http://aaidd.org/ intellectual-disability/definition/faqs-on-intellectual-disability#.UlgRlWTk9uA.
• American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.
• Casale-Giannola, D. and Kamens, M.W. (2006). Inclusion at a university: Experiences of a young woman with Down syndrome. Mental Retardation, 44(5), 344–352.
• Firkowska-Mankiewicz, A. (2010). What’s new in inclusive education. Education, 2(110), 16–23. Retrieved from http://www.abcd.edu.pl.
• Folk, E.D.R., Yamamoto, K.K. and Stodden, R.A. (2012). Implementing inclusion and collaborative teaming in a model program of postsecondary education for young adults with intellectual disabilities. Journal of Policy and Practice in Intellectual Disabilities, 9, 257–269.
• Griffin, M.M., McMillan, E.D. and Hodapp, R.M. (2010). Family perspectives on postsecondary education for students with intellectual disabilities. Education and Training in Developmental Disabilities, 45, 339–346.
• Grigal, M., Dwyre, A. and Davis, H. (2006, December). Transition services for students aged 18–21 with intellectual disabilities in college and community settings: Models and implications of success. National Center on Secondary Education and Transition. Information Brief: Addressing Trends and Developments in Secondary Education and Transition, 5(5). Retrieved from http://www.ncset.org/publications/viewdesc.asp?id=3395.
• Grigal, M., Hart, D. and Migliore, A. (2011). Comparing the transition planning, postsecondary education, and employment outcomes of students with intellectual and other disabilities. Career Development for Exceptional Individuals, 34, 4–17.
• Grigal, M., Hart, D. and Paiewonsky, M. (2010). Postsecondary education: The next frontier for individuals with intellectual disabilities. In: M. Grigal and D. Hart (eds.), Think College: Postsecondary Education Options for Students with Intellectual Disabilities (pp. 1–28). Baltimore, MD: Brookes Publishing.
• Hart, D. and Grigal, M. (2010). The spectrum of options – Current practices. In: M. Grigal and D. Hart (eds.), Think College: Postsecondary Education Options for Students with Intellectual Disabilities (pp. 49–86). Baltimore, MD: Brookes Publishing.
• Hart, D., Grigal, M., Sax, C., Martinez, D. and Will, M. (2006). Postsecondary Education Options for Students with Intellectual Disabilities. Institute for Community Inclusion. University of Massachusetts Boston. Retrieved from http://www.communityinclusion.org/article. php?article_id=178.
• Higher Education Opportunity Act of 2008 (HEOA), P.L. No. 110-315, 122 Stat. § 3078. Retrieved from http://www2.ed.gov/policy/highered/leg/hea08/index.html.
• Individuals with Disabilities Education Act of 2004 (IDEA), P.L. No. 108-446. Retrieved from http://www.parentcenterhub.org/wp-content/uploads/repo_items/PL108-446.pdf.
• Kleinert, H.L., Jones, M.M., Sheppard-Jones, K., Harp, B. and Harrison, E.M. (2012). Students with intellectual disabilities. Going to college? Absolutely! Teaching Exceptional Children, 44(5), 26–35. Retrieved from http://tcx.sagepub.com/.
• Landmark, L.J., Ju, S. and Zhang, D. (2010). Substantiated best practices in transition: Fifteen plus years later. Career Development for Exceptional Individuals, 33(3), 165–176.
• Lee, S.S. and Will, M. (2010). The role of legislation, advocacy, and systems change in promoting postsecondary opportunities for students with intellectual disabilities. In: M. Grigal and D. Hart (eds.), Think College: Postsecondary Education Options for Students with Intellectual Disabilities (pp. 29–48). Baltimore, MD: Brookes Publishing.
• Migliore, A., Butterworth, J. and Hart, D. (2009). Postsecondary education and employment outcomes for youth with intellectual disabilities. Retrieved from http://www.thinkcollege.net/ images/stories/site_images/pubs/FF_1.pdf.
• Mock, M. and Love, K. (2012). One state’s initiative to increase access to higher education for people with intellectual disabilities. Journal of Policy and Practice in Intellectual Disabilities, 9(4), 289–297.
• National Alliance for Secondary Education and Transition Standards. (2005). National Standards and Quality Indicators: Transition Toolkit for Systems Improvement. National Center for Secondary Education and Transition. Minneapolis: University of Minnesota, Institute for Community Integration. Retrieved from http://www.ncset.org/teleconferences/docs/TransitionToolkit. pdf.
• National Center on Secondary Education and Transition. (2004). Current Challenges Facing Secondary Education and Transition Services for Youth with Disabilities in the United States. University of Minnesota, National Center on Secondary Education and Transition. Retrieved from http://www.ncset.org/publications/discussionpaper/default.asp.
• National Collaborative on Workforce and Disability (NCWD). (2008). Transition Guideposts. Washington, DC: Institute for Educational Leadership.
• National Collaborative on Workforce and Disability for Youth (n.d.). Guideposts for Success (2nd ed.). Retrieved from http://www.ncwd-youth.info/sites/default/files/Guideposts-for-Success- (English).pdf.
• Neubert, D.A. and Moon, M.S. (2006). Postsecondary settings and transition services for students with intellectual disabilities: Models and research. Focus on Exceptional Children, 39(4), 1–8. Retrieved from http://www.lovepublishing.com/catalog/focus_on_exceptional_children_31. html.
• Schalock, R.L., Borthwick-Duffy, S.A., Bradley, V.J., Buntinx, W.H.E., Coulter, D.L., Craig, E.M., et al. (2010). Intellectual Disability: Definition, Classification, and Systems of Supports (11th ed.). Washington, DC: American Association on Intellectual and Developmental Disabilities.
• Shogren, K.A. and Plotner, A.J. (2012). Transition planning for students with intellectual disability, autism, or other disabilities: Data from the National Longitudinal Transition Study-2. Intellectual and Developmental Disabilities, 50(1), 16–30.
• Siemak-Tylikowska, A. (1993). Maria Grzegorzewska. Prospects, 23, 625–637.
• Timmons, J., Hall, A. and Fesko, S. (2011). Studying the Impact of Service Learning on Career Development, Self-Determination, and Social Skill Building for youth with Autism Spectrum Disorders. Unpublished manuscript, Grant application CFDA No. 93.110 R40: MCH Autism Intervention Research, Institute for Community Inclusion, University of Massachusetts Boston.
• Timmons, J. and Zalewska, A. (2012). Considering National Service as a Pathway to Employment for Youth with Disabilities: Lessons Learned from Project Impact. Boston, MA: University of Massachusetts, Institute for Community Inclusion.
• United Nations. (2006). Convention on the Rights of Persons with Disabilities. Article 27: Work and employment. Retrieved from http://www.un.org/disabilities/convention/conventionfull. shtml
• United Nations Educational, Scientific, and Cultural Organization (UNESCO). (1990). Education for All. Jomtien, Thailand: World Education Forum. Retrieved from http://www.unesco.org/ new/en/education/themes/leading-the-international-agenda/education-for-all/.
• Wagner, M., Newman, L., Cameto, R., Levine, P. and Marder, C. (2007). Perceptions and Expectations of Youth with Disabilities: A Special Topic Report of Findings from the National Longitudinal Transition Study-2 (NLTS2) (NCSER 2007-3006). Menlo Park, CA: SRI International. Retrieved from http://ies.ed.gov/ncser/pdf/20073006.pdf.
• Washington, B.H., Hughes, C. and Cosgriff, J.C. (2012). High-poverty youth: Self-determination and involvement in educational planning. Career Development and Transition for Exceptional Individuals, 35, 14–28.
• Wehmeyer, M.L., Agran, M., Hughes, C., Martin, J., Mithaug, D.E. and Palmer, S. (2007). Promoting Self-Determination in Students with Intellectual and Developmental Disabilities. NY: Guilford Press.
• Wehmeyer, M.L. and Metzler, C. (1995). How self-determined are people with mental retardation? The National Consumer Survey. Mental Retardation, 33, 111–119.
• Wilczenski, F.L., Sotnik, P. and Vanderberg, L.E. (2014). Best practices in service-learning for school-to-work transition and inclusion for students with disabilities (pp. 415–426). In: P. Harrison and A. Thomas (eds.), Best Practices in School Psychology VI. Bethesda, MD: National Association of School Psychologists.
• World Health Organization. (2011). World Report on Disability, chapter 8: Work and employment. Cornell University ILR School. World Health Organization, World Bank. Retrieved from http://www.gladnet.org/docs/WHO%20World%20Report%20on%20Disability.pdf.
• Zhang, D. (2005). Parent practices in facilitating self-determination skills: The influences of culture, socioeconomic status, and children’s special education status. Research and Practice for Persons with Severe Disabilities, 30(3), 154–162.

Identifiers

DOI

DOI: 10.5604/17345537.1199153