Transition and Students With Mild Intellectual Disability: Findings From the National Longitudinal Transition Study S-2
The goal of secondary education is to prepare all students to be successful after high school, this includes individuals with disabilities. This provides to be challenging not only for students but those with disabilities. Under IDEA, each student with a disability shall receive coordinated activities that individualized and focused on post-school success. These may include independent living, employment, post secondary education, or community participation. Transition services support students with disabilities and skills necessary for life after high school. Particularly, students with an intellectual disability struggle more. They often experience lower rates of employment, receive lower wages, and less likely to live independently or attend post secondary schooling.
A survey was given to high school students with mild intellectual disabilities as their primary disability on their IEP. The survey posed questions such as student involvement in the transition planning, what school based transition programs do students participate in while attending high school, members of the IEP team, transition goals, long term and short term outcomes related to independent living, employment, and post secondary schooling, the extent of students achieving their transition goal, and post school services the students participated in after high school. They followed these students and followed up with students 2-4 years after high school.
The research found students with mild intellectual disabilities received instruction in looking for jobs but only 76% of students received job skills training and job readiness training. The students reported participating in an internship with the lowest frequency. According to the survey, 100% of the students received transition planning. The transition planning began at age 15. The special education teacher and student were part of the transition planning process. 93% of the students participated in their transition planning and more than a quarter of the students took a leadership role with the planning. I think it's important for the student to have a voice and opinion when planning their transition planning. They may have an idea what they are comfortable doing and may need guidance to make that goal possible. When it came to post school outcomes, the immediate and long term had 93% of the students employed and 87% earning above minimum wage at their current job. Very few students attend a post secondary school. Within 2-4 years 40% of the students were living independently. 98% of the students who indicated their transition goal was competitive employment were employed within 2 years of exiting high school. Within 2-4 years a student who had a goal of living independently did not meet that goal. None of the students were living independently.
It's good that schools provide services and classes to help individuals find a job and learn job skills after high school so they can make a living for themselves. It's important for all people to have a job and keep a job. After reading the article is showed me there should be more emphasis on independent living. However, independent living and salary go hand in hand. If an individual is working a minimum wage job or slightly above minimum they might not have the means to live independently. There needs to be an emphasis on servicing students to receive higher paying jobs. I did learn students participate in the transition planning. I like that they are involved in the planning.
Bouck, E. C., & Joshi, G. S. (2016). Transition and students with mild intellectual disability: findings from the national longitudinal transition study-2. Career Development And Transition For Exceptional Individuals, 39(3), 154-163.
A survey was given to high school students with mild intellectual disabilities as their primary disability on their IEP. The survey posed questions such as student involvement in the transition planning, what school based transition programs do students participate in while attending high school, members of the IEP team, transition goals, long term and short term outcomes related to independent living, employment, and post secondary schooling, the extent of students achieving their transition goal, and post school services the students participated in after high school. They followed these students and followed up with students 2-4 years after high school.
The research found students with mild intellectual disabilities received instruction in looking for jobs but only 76% of students received job skills training and job readiness training. The students reported participating in an internship with the lowest frequency. According to the survey, 100% of the students received transition planning. The transition planning began at age 15. The special education teacher and student were part of the transition planning process. 93% of the students participated in their transition planning and more than a quarter of the students took a leadership role with the planning. I think it's important for the student to have a voice and opinion when planning their transition planning. They may have an idea what they are comfortable doing and may need guidance to make that goal possible. When it came to post school outcomes, the immediate and long term had 93% of the students employed and 87% earning above minimum wage at their current job. Very few students attend a post secondary school. Within 2-4 years 40% of the students were living independently. 98% of the students who indicated their transition goal was competitive employment were employed within 2 years of exiting high school. Within 2-4 years a student who had a goal of living independently did not meet that goal. None of the students were living independently.
It's good that schools provide services and classes to help individuals find a job and learn job skills after high school so they can make a living for themselves. It's important for all people to have a job and keep a job. After reading the article is showed me there should be more emphasis on independent living. However, independent living and salary go hand in hand. If an individual is working a minimum wage job or slightly above minimum they might not have the means to live independently. There needs to be an emphasis on servicing students to receive higher paying jobs. I did learn students participate in the transition planning. I like that they are involved in the planning.
Bouck, E. C., & Joshi, G. S. (2016). Transition and students with mild intellectual disability: findings from the national longitudinal transition study-2. Career Development And Transition For Exceptional Individuals, 39(3), 154-163.
WOW! Now this is an interesting study! Like you said in your reading summary, I can tell this is an area of interest/passion for you. You may want to keep this in mind when you choose your thesis topic/project.
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