Alternative Education Programs

The importance of school completion in the transition of students with disabilities to postsecondary life has received considerable attention (Blackorby & Wagner, 1996). However, it appears that students with disabilities do not fare well in their lives beyond high school in terms of employment or postsecondary education (Blackorby & Wagner, 1996). Most students who drop out of school because of a disability often find it hard to find a job then does their peers getting a high school diploma.

This article focuses on the many forms of technology in relation to special education. The article discusses the “high” and “low” forms of technology that is available for students with special needs to help “bypass” or “compensate” for their disabilities. The article goes on to survey the current status of assistive technology for the special education population. In the end, the article uncovers that the use of assistive technology for the special education population is promising though uncertain. Assistive technology has proven to be beneficial for students with learning disabilities, as it would empower them to work beyond their normal capabilities (Lewis, 1998).

Career and technical education offers SWD concrete application of newly learned skills and has proven to have a positive influence on a multitude of factors. In previous studies, participation in career and technical education classes by SWD resulted in continued enrollment in high school, as well as increased opportunities for post high school work opportunities. Harvey (2001) concluded, “vocational education has been reported to make a significant difference in post school employment for students with disabilities when it was occupationally specific and directed at labor market needs” (p. 111). *****Most recently, Wagner, Newman & Javitz (2015) utilized data from NLTS2, a National Longitudinal Transition Study funded by the U.S. Department of Education, which followed SWD from high school to post school endeavors, revealing undeniable evidence that supports the benefits of continued

The data collected from NLTS:12 Phase II will help to understand the impact of the reauthorization and implementation of the IDEA 2004, analyze the postsecondary education enrollment and financial support available to students with disabilities. The findings will provide a foundation of current and longitudinal information on youth experiences and outcomes that can inform future research and policy discussion regarding transition planning practices, access to financial supports for post-secondary education and employment preparation, and subpopulations of youth with disabilities who are less prepared for college and career.

provide the appropriate transition service to all students with disabilities; applying numerous and challenging programs and strategies. “Students learn to manage their time and money, network with professionals, and prioritize work and school assignments”. Besides, the executive director state that these training motivate and prepare students to insert into society, learning a trade and receiving a salary for their efforts; understanding the meaning of the work, developing social skills, adopting appropriate behaviors, and adequate work’s habits (Virtual Job Shadow, 2016).

A majority of people do not think about the transitioning from high school to real world for students with a disability. This article was a great read for people who need a better understanding of the transitioning especially students with high standards that are included in the general education setting for the entire day. The article explained the Triangulated Gap Analysis Tool (TGAP), which is designed to assist educators, students, and IEP teams to identify and create annual goals that address the gap in skills, including nonacademic skills, needed to prepare students for postsecondary education, training, employment, and independent living.

While students with disabilities can technically stay in public education until they’re 21 years old, without a program in place to take them beyond the regular high school curriculum, this can mean years of drudgery and boredom. LifeLink PSU is one program that aims to offer SCASD students between the ages of 18 and 21 with special needs the opportunity to interact with students their own age. They learn life skills that will help them grow, mature, and eventually transition into living independently. “Our program offers a very comprehensive transition planning process,” said Pat Moore, SCASD’s former Director of Special Education, who retired in June, “and provides academic support for students struggling with reading and with math.” LifeLink PSU was originally designed by the Wild Dream Team, a group of high school students with mental challenges whose goal was to help students change from being “special students” to “productive citizens.” Brought to SCASD 14 years ago in partnership with Penn State University, the program allows students to participate in college activities with students their own age at PSU. “It’s been remarkably successful and mutually beneficial for us and for the university,” said

Balfanz, Bridgeland, Bruce and Fox (2013), estimated that the 2012-2013 national high school graduation rate was approximately 81.4% for the general student population while the graduation rate for Students With Disabilities (SWD) was estimated to be at 61.0%. This difference of twenty percentage points is significant as it demonstrates the disparity between college and career ready general education students who successfully met the requirements for graduation and those SWD that did not. However, for SWD, successful participation in a career and technical education program is shown to be an efficient and operational way of

Pathways to Careers: Community Colleges for Youth and Young Adults with Disabilities Demonstration Project (SCA 14-03)

33), research specifically focused on the transition from school-to-work for students with disabilities has also made significant strides in categorizing barriers that might well be applied to the general population. Though targeted at a specific demographic (students with disabilities) this particular study somewhat aligns with the findings of Wentling and Waight (2000) in identifying barriers to the STW transition for secondary students. Purposive sampling by the afore-mentioned researchers was used to select a panel comprised of three distinct professional groups: vocational rehabilitation counselors, licensed special educators, and community rehabilitation providers. This research categorized 84 different barriers deemed moderate to high-impact across 12 distinct domains: networking, systematic barriers, student involvement/skills, parent/family involvement, interagency collaboration, training and education, community integration and access, funding, knowledge of the transition process, transportation, diversity and multicultural issues, and post-secondary

The use of technology in educating children with special needs has widely grown in the past few decades, and has since has changed the way people with disabilities live, work, and learn” (Winzer, 2002, p. 98). Individuals with special needs are unique and all have different areas in which they need assistance. Due to the advancements in assistive technology, computer programs, software, and other technology tools, have helped people to find useful and easier ways to become educated.

According to Pyle and Wexler (2012), students with disabilities are disproportionally represented in high school graduation rates. Millions of students with individual education plans (IEPs) lack a high school diploma which then in turn affects their ability to secure

Many students with disabilities are not fully prepared to receive employment after graduating high school. Students with visual impairments face more challenges in the work field that makes it difficult for the students to keep a job. Three groups of faculty members in Hillborough County including, teachers of students with visual impairments, adult service agency staff members and community rehabilitation providers noticed that students with visual impairments leave high school

This study intends to explore on the services offered to students with disabilities, and the outcomes of these services to their education and career goals. It will examine if the obstacles faced by special needs children have to do with how effective the policies are in addressing the needs of such children. This study is important to children with disabilities because it can help them discover the education opportunities available for them, the institutions they can rely on for economic support, and the treatment they should expect from the society.

The use of technology in educating children with special needs has widely grown in the past few decades. Individuals with special needs are unique and all have different areas in which they need assistance. Due to the advancements in assistive technology, computer programs, software, and other technology tools, it has become much easier for people to find useful and easier ways to become educated. Because of this, “technology has changed the way people with disabilities live, work, and learn.” (Winzer,98)