Issues Affecting The Transition Of High School Students

Issues change The modulation Of mellowed initiate assimilatorsIndividuals bang changes that impact the various st get a wide withs of and stimulates in their lives. convert from richly develop to nominate discipline activities is one much(prenominal) change experienced by scholarly persons with disabilities, including luxuriouslyer tuition and/or ap picturement. The condition of this literature presents an overview of the issues poignant the modulation of scholars with disabilities. Specific excepty, it brings to attention the impact of cultural and lingual diversity on the renewal process, as well as the verificatory effect of self determination, collaboration with service get outrs, and family intervention bind on the mannequin process. Over all(prenominal), findings support that when correctly administered with proper preparation, the change process is beneficial to students with disabilities.Issues Affecting the intonation of High School Students with Disabilities A Review of the literary productionsIntroduction renewing is the black marketment from one place, status, or situation to the next. variation is dynamic and is a constant aspect of animation, requiring the necessary fine-tuning to manoeuvre biography changes (Wehman, 1992). As life progresses, item-by-items encounter various sets of changes (Harrington, 1982). For passage to be forecasted successful, the individual must experience improved confidence and competence in skills (Wehman, 1992). For individuals with disabilities, the catch of regeneration from the nurture system to endure teach activities represents a icy junction in their lives and forget require c arful jutning and vary go.Students with disabilities be beard teachingal rights by the Individuals with Disabilities Act (IDEA), with its main way being to mark that all children with disabilities be presented with free enamour education that emphasizes supernumerary education a nd cerebrate work that is intended to decent their picky of necessity and to prep are them for further education, engagement and in low-level living (US De disjointment of Education, 2010). When befittingly implemented, IDEA propels the education and subsequent modulation process of students with disabilities into functional post rail push throughcomes (McDonnell, McDonnell Hardman, 2003).The successful post coaching, single-handed functioning of students with disabilities is heavily dependent on the change process. Built into the transition process is the actual plan for transition. In assisting the students to achieve the serious benefits of the transition process and to be fit to use the skills learned in give lessons to be successful at commutative living, the goals, inescapably, preferences and aptitude of the student with disabilities must form the foundation of the students transition supply process. Families, school districts, and communities collectively bear the responsibilities to successfully guide a student through the transition process (Wehman, 1992). The successful execution of the plan is squarely placed on school districts as theirs are the responsibilities of educating the students (Wehman, 1992).Transition provisionTransition planning is an important aspect of the education of the student with disabilities, and should be treated accordingly. A transition plan that will ware lasting effect on the student takes into consideration post school educational prospects, such(prenominal) as training that will result in eligibility of entry to residential district college, universities, or usance at the completion of richly school. There are in any case archean(a) signifi wadt factors such as post- expectant living, independent living skills, and community experiences. Transition planning is done as a team effort.For students to realize the full benefits of what IDEA offers, and to successfully transition to post school ac tivities, their course of study requires specific planning and computer programmeing. Transition services specifically deal with maximizing the academic and functional abilities of the student. Transition services are those coordinated set of activities for a student with disabilities that will result in the desired educational objectives (Flexor, Baer, Luft Simmons, 2008). An important image of the transition process is to increase success, self-worth, and confidence in an individual while pickings the students require, saturations and preferences in mind (Flexor et al, 2008).The members of the transition team should include the students, instructors, members of the family, school administration, and members of the local anesthetic education agency. These are considered to be the core members of the team. Vocational rehabilitation counselors, related service toleraters, with child(p) service providers, post school education program representatives, and other professionals with expertise in a specific hinderance or disabilities are also influential members of the team. The selection of the entire team is to be collaborative in nature, with all members being fully mindful of the student and the specific disability that the student is experiencing. At best, all individuals who interact with the students as far as transition planning is concerned must be well-informed and conversant with the students Individualized Education Program (IEP).Students with Disabilities as a High Risk Group for Successful Transition to Post High School ActivitiesOsgood, Foster and Courtney (2010) point out that the manner in which an stripling transition to givinghood has significant implications over the long haul. For example, whereas gaining a college period beats it possible to achieve a gamyer-paying and more respectable joke too soon kindlehood, failed marriage for a upstart person or get pertain in criminal conduct or substance abuse can have negative outcom es in the areas of finances, family relationships and other important areas of life. It has been found, for example, that exalted school graduates or dropouts who do non attend college have significantly refuse prospects of achieving a successful and satisfying life during adulthood than those youths who are college-bound ( apex, 2010 Osgood, et al, 2010).Bloom (2010) observes that a recent study done in New York urban center identify materialisation tidy sum with disabilities, including two-year-old people with learning disabilities or emotional and behavioral problems, as one of five significant groups of young people who are at significantly racy risk of go forth school, not returning, and then ending up unemployed or out of the labor force (p.94). Cortiella (2009) reports that the Presidents Commission on Excellence in feature Education report in 2004 that un calling for adult individuals with disabilities have stayed at well-nigh 70% for the prior 12 geezerhood. Yo ung people with disabilities transitioning from high school were found to be at relatively the same risk for ill fortune in pursuing post school activities as immigrant youths, young people involved in the justice system, youth aging out of value care and young mothers (Bloom, 2010). accord to Osgood, Foster and Courtney (2010), given the fact that the years from high school into the early twenties represent a tall(prenominal) period of transition for the popular population in the U.S. and other develop nations, this conviction is in detail arduous for vulnerable youths, including those emerging from the modified education system. In addition problems affecting the general population that require numerous young adults to depend on their parents for much longer, individuals with disabilities tend to face. . .exceptional challenges finding employment, attending college, and marrying and starting a family. Many struggle with emotional or behavioral problems many of histories of problems in school and in the community. Often their families are unable or unwilling to provide the support that most families provide to their children during this transition-funding for college, child care that permits run low or schooling for young parents, a place to live when whiles are hard. Some of these young adults are hampered by limited capacities and exhaustingy acquiring skills. The day-to-day assigns of achieving financial and residential independence can be daunting because of physical disabilities, chronic illness, or mental illness. (Osgood, Foster Courtney, 2010, p.211)At the same time, vulnerable populations experience great challenges to transition into adulthood than other youths often because they have to deal with tasks that youths their age do not have to face. For example, a youth who has physical disability has to engage in the arrangement of health check services or assistive devices and it may require extra burden to achieve a college microsc ope stage or have a successful romantic relationship that blossoms into marriage. Furthermore, youths with disabilities deviation high school may have limited ability to follow out everyday tasks. Physical disabilities, for example, may result in reduced strength and range of motion whereas impaired learning and cognitive abilities can make it more challenge to earn a college degree and the kinds of professions that would lead to independent living without the need for special assistance. In addition, adolescents with mental illness and behavioral problems can experience problems collision the expectations of employers, friends and romantic partners. Because children with disabilities can require huge parental time and resources and have behavioral problems that negatively affect the parent-child relationship, parents and families sometimes lack the energy and desire to assist these youths, making it more difficult and longer for youths with disabilities to succeed in the post hi gh school solid ground (Osgood, Foster Courtney, 2010).Consequently, the literature supports the need for effective transition services for post high school activities among youths with disabilities (Sabbatino Macrine, 2007). It is found for example, that vulnerable groups do poorly at completing high school and obtaining postsecondary education which is of vital importance to succeed occupationally and financially in todays economy. It has been account that youths with more than one disabilities have a one in twelve contingency of successfully completing a higher education. Compared with 69 portionage of other youths who attain full-time employment with three to five years of completing high school, only 57 percent of youth from special education gain full-time employment in this time period. Compared with 72 percent of individuals with mild disabilities and 79 percent of the general population, only 39 percent of youths aged 18 to 30 with serious disabilities are in the o fficiateforce. Only almost 32% of all persons with disability amidst the work-age of 18-64 years are employed, compared to 81% of people without disabilities. curb education and employment among youths with disabilities have daunting answers for their living circumstances. Problems include warm likelihood of living below the poverty line, difficulty paying bills and meeting the experiences of daily living, strong dependence on public assistance and high pastures of early parenthood. For example, approximately 50% of young women with learning disabilities or emotional problems become mothers with three to five years of finishing high school compared with only about one-third for the general population. Compared to national unemployment rate of about 6%, unemployment rate for individuals with disabilities is around 40-70%. In the area of independent living, 65-75% of persons with disabilities have not achieved independent living status. About 25% of young women with health heat h issues have unplanned pregnancies when compared with under 10 percent of the general population (Sabbatino Macrine, 2007 Osgood, Foster Courtney, 2010).Systemic Failures in Transition Planning as an Underlying Issue Affecting Successful Post School OutcomesIn 2004, the IDEA was amended particularly to improve postsecondary outcomes for students with disabilities. The revisions were based on the Presidents Commission on Excellence in Special Educations finding that problems affecting high school graduates with disabilities such as significant unemployment and significant amounts of students exit school without a diploma compared to the general population, are the result of failures in the present systems structures (Cortiella, 2009, p.1). Particularly, the Commission felt that high school graduates face barriers to unperturbed transition to adult living because of failures in transition planning (Sabbatino Macrine, 2007 Cortiella, 2009). quaternary areas of improvement were hi ghlighted collapse definition, clear starting point, improved planning and a new exertion summary. The term Transition Services were redefined as activities aimed specifically on improving the academic and functional achievement of the child to drive on relocation from post-school activities (Florida Department of Education, 2005). Continued education and transition services were mandated to be provided for young people with disabilities for four years beyond the traditional time of showtime from high school. Furthermore, the definition was extended to require that services are based on the strengths, preferences and interests of the child with a result-oriented focus (Sabbatino Macrine, 2007).The IDEA (2004) also provides a clearer starting point in terms of the age where transition planning should begin, identifying 14-16 as an effecting age range. Improved planning involves the addition of esteemd postsecondary goals regarding training, education, employment and independe nt living skills where necessary as well as a development of a rehearsal in the IEP about transition services necessary to help the student achieve these goals. The new performance measures include a requirement by schools to evaluate special education services before terminating them when the child graduates as well as a summary of performance including the childs academic achievement and functional performance upon go forth high school (Rutkowski, Daston, Kuiken Riehle, 2006 Sabbatino Macrine, 2007 Corteilla, 2009).Factors Contributing to Successful TransitionResilience or the ability to quickly recover from stressful events and problems determine how successful high school students with disabilities are able to transition to post high school activities. The resources that contribute to resilience come in many forms, from individuals skills and personality, to supportive relationships with other people, the elaborateness in groups like churches and clubs (Osgood, Foster Cour tney, 2010, p.218). However, the most important factors identified by research as keys to promoting successful transition to adulthood among high school graduates with disabilities are success at school, support from family and friends, and healthy interpersonal relationships (Osgood et al, 2010)The good news is that special education services as with protect care, have programs in place to ensure the successful transition of individuals with disabilities to adulthood. In addition to providing support for individuals with disabilities, health and special education systems specifically address the postulate of individuals with disabilities by providing access to specialized services that target particular needs of young people. However, to ensure that the transition from high school to adult life is successful for individuals with disabilities, it is important to begin early transition planning (Florida Department of Education, 2005).Florida Department of Education Bureau of Except ional Education and Student Services (2005) defines transition planning as the process of focusing on the plans and dreams parents and their children with disabilities have for the future. The function of transition planning is to provide youths with disabilities with the services and supports he or she needs to make a successful move into adult life (p.5). The school chances a fundamental component part in transition planning, which typically begins at age 14 through to time of graduation from high school, but may occur earlier to hedge problems such as dropping out of school or to get an early start for children with significant disabilities. In general, transition planning should occur for all students with disabilities who have an IEP. In addition to being part of the IEP process, transition planning should involve all individuals and agencies identified by the transition IEP team, including the student, the family, and school cater.Students and ParentsIn order to be successf ul, transition planning must involve the full participation and contribution of each transition team member. Each student must actively participate in the transition planning process, particularly in helping to decide what he or she wants to do later leaving school. The Individuals with Disabilities Education Act (IDEA) of 2004 stresses the importance of students being involved in the transition process. For example, it added a new requirement that transition services intentional to coordinate various activities that are provided to students with disabilities by the schools and other agencies to help them successfully transition from high school to postsecondary education, employment and independent living to consider the students interests, preferences and strengths. Identification of the students strengths enables the transition team to identify goals that highlight and build on the students abilities rather than on what the child cannot do (Cortiella, 2005).Students have variou s responsibilities in ensuring the success of the transition planning process. These include taking an active character reference in the development of the Transition IEP, becoming friendshipable about the transition process, thinking about the kinds of services that would help him/her in their adult life in order to help the transition team invite the appropriate agencies to attend the Transition IEP meeting, functional with guidance counselors and life history counselors to identify courses and school experiences that will promote their desired post high school activities, becoming knowledgeable about their disabilities and how to gain access to services and supports to enhance his/her long term goals, attending class, acquiring self-determination and self-advocacy skills, learning how to use assistive technology and how to save money for post school activities (Florida Department of Education, 2005).Parents play an in rich role in the transition process. In fact, parental inv olvement is considered one of the most important factors in how successful the youths transition will be from high school to post high school life. maternal(p) responsibilities in the transition process include playing an active role by asking questions and making suggestions, reviewing their childs Transition IEP goals, reviewing graduation requirements, providing opportunities for their child to look post high school options such as employment, career centers, community colleges, community service, recreation and leisure, etc. helping their child with their post school outcome statement, and helping their child develop a portfolio of personal informational medical and psychological testing, learning style, class rank, grade point average (GPA), honors, awards, work experiences, etc. (Florida Department of Education, 2005).Dunlap (2009) indicates that it is important for parents and professionals to work together to meet their childrens needs because it serves as a reinforcement of the program goals and objectives. Parents can contribute valuable information about their child and about the family unit. They know many things about their child that others initially are unlikely to know, including the childs strengths and weaknesses, likes and dislikes and medical history (p.92). This is a valid assessment. Children with special needs present many challenges for educators. Therefore, it is important for teachers to be aware of their global functioning in order to best meet their needs. The best way to achieve this goal is through parent-teacher collaboration. Furthermore, when parents stay in contact with professionals they also learn strategies and techniques that they can implement at bag to enhance their childrens success. In addition, parents and their children can provide important information about the students goals for adult life, the strengths and resources of the family, extended family and the community, the services needed by the family and the se rvices and providers that have helped the family in the past (Florida Department of Education, 2005). Sabbatino and Macrine (2007) indicate that the process of including students and their parents in the transition planning process provides students and their parents opportunities to look to the future, voice preferences, express concerns and desires, and share in decision making that directly affects each students future (p.34).Olsen and laden (2008) point out that parent involvement may take a variety of forms and levels of involvement, both in and out of school. It includes activities that are provided and encouraged by the school and that empower parents in working on behalf of their childrens learning and development (p.128). Olsen and Fuller (2008) identify six types of parental involvement, including (1) rudimentary responsibilities of families, which involves providing health, security, shelter and other basic necessities for their children (2) communication, or the sharin g of information and ongoing two-way interaction between parents and children (3) volunteering or providing advocacy help to educators and administrators for programs aimed at helping children with homework or other needs (4) Learning at home, which involves managing childrens time with television and homework and ensuring that they build positivist lieus about education (5) Decision making, which involves partnering with the school to sort out problems and shape goals and policies affecting the lives of their children and (6) Collaborating with the community (i.e., small businesses, religious communities, cultural groups, judicature agencies, etc.) to identify resources to enhance childrens ability to learn and develop (Olsen Fuller, 2008).According to the research, parent involvement in the lives of their children with special needs is beneficial not only for the children and the parents themselves, but for educators and the school. In sum, research shows that when parents an d schools support and encourage the development of children it benefits the children in numerous ways, including helping children to achieve more regardless of the racial/ethnic, socioeconomic status or educational level of the parents help children to get better attendance, test scores and grades result in greater consistency with children completing their homework. Other benefits for children include better self-esteem, less discipline problems, and higher demand for school. Benefits for parents include greater responsiveness and sensitivity to the social, emotional and intellectual needs of their children more confidence in their parenting and decision making skills, greater warmth for their children, and greater awareness of policies affecting the education and future development of their children (Olsen Fuller, 2008).Transition Services Getting Students Ready for Productive WorkWork experience during high school has been identified in the literature as a strong predictor of successful employment outcomes for young people with disabilities (Carter et al, 2010). Furthermore, it has been reported that people with disabilities are offered jobs at a lower rate that the general population. The reality is that many students with social, emotional, behavioral, cognitive, or developmental disabilities find that their educational experience in todays schools did not equip them with the skills necessary to leading self-determined, independent lives (Sabbatino Macrine, 2007, p.33). In fact, a of import goal of education for students in general is to ensure the successful transition from school to work. Without a well-defined transition program, students with disabilities founder high school unprepared to become productive workers and, as a result, become unemployedTransition services represent an important part of transition planning. The overarching goal of transition services is to help the student successfully move from school to post school activities or to successfully transition to adult life. Before the child turns 16, the transition team (also called the Transition IEP team) involves parents, the young person and teachers. After age sixteen, the team may involve representatives of agencies who provide or pay for the services given to the young person. Post school activities coordinated by transition services to help the youth move into adult life include access to college or university programs, continuing and adult education, vocational training, employment, independent living, community participation and the coordination of adult services from polar agencies. The IDEA requires the transition services to development include a statement in the IEP about the transitional service needs of the student, with a focus on the courses of study the study will engage in do achieve his or her post school goals and a statement in the IEP about the students transitional service needs when the student turns 16. The transition services must als o be based on the individual needs of the young person, their likes and interests as well as necessary activities regarding instruction related services, community experiences, employment, post-school adult living skills, daily living skills and functional vocational evaluation (Florida Department of Education, 2005 Rutkowski, Daston, Kuiken Riehle, 2006).Rutkowski, Daston, Kuiken and Riehle (2006) identify four commonly used special education models for transition services traditional classroom model, work-study model, transition-to-community model and the alter career and technical model. In the traditional classroom model, students in separate special education classrooms are taught employability skills. In the work-study model, classroom instruction is have with actual work experience, with the students participating mainly in food or custodial service related jobs for a few hours a day. In the transition-to-community model, students are prepared for independent living, whic h includes developing social skills and participating in job-shadowing experiences and workplace observation. In the adapted career and technical model students are taught work skills and ethics in a simulated work site.School-to-Work TransitionsAccording to Carter et al (2010), preparation for the world of work has long been a central focus of transition education (p.194). Estrada-Hernandez et al (2008) observe that when counseling professions measure the career outcomes of persons with disabilities, they do so by assessing their employment outcomes in the free-enterprise(a) labor market. The assumption is that positive independent living outcomes for individuals with disabilities are positively correlated to successful community employment and the empowerment it provides the individual. The successful movement from education to employment is crucial for establishing independence among young adults with disabilities (Shandra Hogan, 2008, p.117). Baugher and Nichols (2008) point o ut, however, that preparing special education students to leave high school and enter the world of work or post-secondary education can be a difficult task (p.216). This may explain the reality that while coordinated transition services combined with community work experience plays a vital role in ensuring successful school-to-work transitions for young people with disabilities, and despite of the fact that national law requires transition assistance, these services are inconsistently available (Rutkowski, Daston, Kuiken Riehle, 2006 Shandra Hogan, 2008). The consequence of this is that young people with disabilities leaving high school are not given the opportunity to learn proper work ethics, communication skills or the kinds of attitudes that make them hireable. The IDEA requires schools to develop transition plans by working with students and parents and to provide transition services that prepare students for employment after graduation. The increased wildness by the IDEA o n students with disabilities being prepared for employment has been drive by the pervasive and persistent rate of post school employment outcome for young people with disabilities, the well established finding in the literature that gaining work experiences during high school is the most trustworthy predictor of favorable post school employment outcomes, and the finding that working during high school contributes to independent living post high school by promoting the young persons autonomy, vocational identity, career awareness and ambitions, workplace skills, values and ethics. However, it is reported that having a transition plan in place does not necessarily mean that students will be successfully employed (Sabbatino Macrine, 2007 Shandra Hogan, 2008 Carter et al, 2010).Carter et al (2010) investigated the summer employment and community participation experiences and outcomes of 136 high school students with severe disabilities. forecaster measures included employment skil l (understand requirements for preferred employment, make informed occupational choices, know how to obtain a job, demonstrate general job skills and attitude for getting and maintaining a job, and having specific knowledge and skills to perform a particular job), community activities (non-work activities), self-determination (ability to perform specific self-determination behaviors, perceptions of efficacy of self-determined behaviors, knowledge about self-determination and associated behaviors), social skills and problem behaviors, spring work activities, career preparation activities (career interest assessments, goal setting and planning, workplace visits, occupation specific training, vocational education classes, social skills training, and person-centered planning), and teacher expectations for employment. They found that 61.7% of these students were not working and 11.1% reported sheltered employment. Those who work in competitive jobs mainly sedulous in tasks related to cl eaning, food services, stocking and assembly-related work. Those who worked completed about 10.3 hours a hebdomad for competitive jobs, 12.0 hours for unpaid jobs and 17.8 hours for sheltered jobs. Only three of the participants worked full time (more than 35 hours a week). Most of the respondents reported that they receive supports from school staff (63.6%), parents (63.6%) and employment agencies (13.6%). They obtained jobs through the help of school staff (58.6%) or parents (23.5%). For the students (47.7%) who did not work, two reasons were offered parents did not want them to work (36.9%) and specific barriers to finding and maintaining employment (30.8%), including limited transportation and supports. The most important factor associated with getting and maintaining a paid job was employment skill, which were related to spring work experiences and teacher expectation. Working in the spring increases the odd of gaining a summer job by 5.28 times or a 36% better chance of gettin g a paid job (Carter et al, 2010).Estrada-Hernandez et al (2008) investigated the experience of individuals with disabilities in transition from school to work. In particular, the researchers examined the mediating effects of the acrimony of disability among cxv high school students with disability on their employment outcomes in an intensifier school-to-work transition program. The authors concluded that employment outcomes were significantly affected by the severity of disability despite the fact that their interests were appropriated matched to the jobs they performed. As a result, while participants had positive employment outcomes in the area of job entry, such outcomes may not necessarily result in higher earn