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Showing 1 to 15 of 18 results Save | Export
Erica D. Parker – ProQuest LLC, 2024
The purpose of this research was to determine what components of academic and therapeutic clinical day programs ensure success for students with mental health diagnoses as they transition back to conventional educational settings. This study focused on the importance of developing students' capabilities to fulfill their own needs within Maslow's…
Descriptors: Day Programs, Transitional Programs, Traditional Schools, Clinics
Rutledge, Stacey A.; Cannata, Marisa – Phi Delta Kappan, 2016
The authors report on a yearlong investigation into similar schools that performed well and less well in the same district. They found that the higher-performing schools engaged in an intentional set of systemic practices that encourage Personalization for Academic and Social Learning (PASL) in one district and integrated structures of academic…
Descriptors: Effective Schools Research, High Schools, Best Practices, Identification
Castagna, Nicholas – ProQuest LLC, 2022
The purpose of this study was to investigate the perspectives high school student-athletes with IEPs and their stakeholders have regarding athletic participation and its impact on the student-athletes' academic experience. Research regarding this topic generally deals with the perspectives of the adults involved, and not necessarily the…
Descriptors: High School Students, Athletes, Individualized Education Programs, Athletics
Hume, Kara; Odom, Samuel L.; Steinbrenner, Jessica R.; Smith DaWalt, Leann; Hall, Laura J.; Kraemer, Bonnie; Tomaszewski, Brianne; Brum, Christopher; Szidon, Kate; Bolt, Daniel M. – Exceptional Children, 2022
We tested the efficacy of a comprehensive intervention program designed for high school students across the autism spectrum, the Center on Secondary Education for Students with Autism (CSESA) model, in a cluster randomized control trial involving 60 high schools in three states (California, North Carolina, Wisconsin), with implementation occurring…
Descriptors: Autism, Pervasive Developmental Disorders, Intervention, Adolescents
Center for Public Education, 2020
The Individuals with Disabilities Education Act (IDEA) requires that schools assist students with disabilities to develop independent living skills and abilities essential to succeed in most of their life's endeavors. According to the law, each student with a disability must have an individualized education program (IEP), and the IEP must address…
Descriptors: Students with Disabilities, Vocational Education, Individualized Education Programs, Educational Legislation
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Gothberg, June E.; Peterson, Lori Y.; Peak, Maria; Sedaghat, Jennifer M. – TEACHING Exceptional Children, 2015
For many students, the transition from high school to adult independent life is one of the most exciting times in their lives. However, that same transition can be daunting, particularly for students with disabilities. Studies have shown the majority of high school students--including an increasing number of students with disabilities--indicate…
Descriptors: High School Students, Disabilities, Transitional Programs, College Preparation
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Rowe, Dawn A.; Mazzotti, Valerie L.; Hirano, Kara; Alverson, Charlotte Y. – TEACHING Exceptional Children, 2015
As a result of the demanding 21st-century workforce, local education agencies are beginning to refocus and retool to ensure students with disabilities have the knowledge and skills to be productive adults and attain positive postschool outcomes. The skills 21st-century transition assessments address are relevant to teachers and students given the…
Descriptors: Disabilities, Transitional Programs, Skill Development, Readiness
Szidon, Katherine; Ruppar, Andrea; Smith, Leann – TEACHING Exceptional Children, 2015
The Individuals With Disabilities Education Act (IDEA; 2006) requires schools to develop transition plans for students with disabilities, beginning at age 16, if not before. For students with autism spectrum disorder (ASD), the transition planning process includes unique considerations. This article describes five steps for developing effective…
Descriptors: Federal Legislation, Educational Legislation, Disabilities, Equal Education
Szidon, Katherine; Ruppar, Andrea; Smith, Leann – Grantee Submission, 2015
Lakeview High School is a medium sized high school in a rural farming community. The staff at Lakeview meets at the beginning of each school year to discuss building-level professional development plans. This year, Lakeview's special education team has requested to focus its professional development time on improving special education services for…
Descriptors: Disabilities, Educational Legislation, Equal Education, Federal Legislation
Izadi Calabrase, Clara – ProQuest LLC, 2012
In recent years the issue of how well students with disabilities are prepared for post high school opportunities has generated interest in designing more effective transition programs in school districts. Employment rates for students with disabilities after leaving high school are greatly impacted by their experiences and opportunities to develop…
Descriptors: Disabilities, Vocational Education, Job Skills, Skill Development
Shakman, Karen; Foster, Brandon; Khanani, Noman; Marcus, Jill; Cox, Josh – Education Development Center, Inc., 2018
Student-centered learning encompasses four overlapping and complementary principles (JFF, 2014): competency-based progression, personalization, flexibility in where and when learning takes place, and facilitation of key skills and dispositions such as agency and ownership. To date, few studies have attempted to quantitatively characterize…
Descriptors: Competency Based Education, Student Centered Learning, Learner Engagement, Outcomes of Education
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Peterson, Lori Y.; Burden, Jon Paul; Sedaghat, Jennifer M.; Gothberg, June E.; Kohler, Paula D.; Coyle, Jennifer L. – TEACHING Exceptional Children, 2013
Special education professionals are charged to develop relevant, compliant, and legally defensible IEPs for transition-age students with disabilities. This charge is intensified as educators strive to provide plans that will genuinely prepare students for postsecondary education, employment, and independent living. This manuscript demonstrates how…
Descriptors: Special Education, Individualized Education Programs, Program Development, Disabilities
pepnet 2, 2017
The overall goal of the Building State Capacity Summit series was to enhance successful outcomes for students leaving high school, whether it is matriculation in a postsecondary education or training program, or employment. Young adults who are deaf or hard or hearing face barriers that inhibit these successful outcomes. One way to mitigate these…
Descriptors: Statewide Planning, Educational Planning, Deafness, Secondary Education
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Hadley, Wanda M.; Satterfield, James W. – Journal of The First-Year Experience & Students in Transition, 2013
This study examined how traditional-aged, first-year college students with specific learning disabilities adjusted to academic expectations as they moved from high school to a less monitored collegiate environment. Results of the study indicated that these students had difficulty moving beyond their established high school patterns by…
Descriptors: College Freshmen, Learning Disabilities, Student Needs, Student Personnel Services
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Agran, Martin; Krupp, Michael; Spooner, Fred; Zakas, Tracie-Lynn – Research and Practice for Persons with Severe Disabilities, 2012
Although the importance of safety skills instruction is well acknowledged and available data suggest individuals with varying disabilities sustain injuries from accidents at a rate that is comparable to or may exceed the normative population, many students do not receive systematic safety skills instruction. Findings on the extent to which…
Descriptors: Accidents, Investigations, Disabilities, Safety
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