Behavioral Disabilities: Article Analysis

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.

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.

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

Mari-Jane Williams (2013) beautifully articulated the importance of teaching life skills to teenagers in an article written for the Washington Post titled “Life skills all teens should have before graduating from high school.” In the article Williams writes:

My formal training and diverse work environments have afforded me the opportunity to understand adolescences and their families’ worldview, motivate individuals to accomplish their specific goals, and to support students in modifying maladaptive behavioral. Over seven years of experience working with clients with variance levels of disabilities in a strategic

This inventory was created to measure vocational interests of individuals with disabilities, ages 12-62, in a reading-free format. This test can be used with people who may have physical, intellectual, and or specific learning disabilities. This inventory is also appropriate for individuals whose first language is not English, those who have a mental health diagnosis, or economically disadvantaged populations. The test consists of a series of 55 sets of three drawings each illustrating different job tasks; the individual chooses the most preferred activity in each set. This inventory can be used in multiple settings such as junior and senior high schools, vocational and career training programs, career counseling centers, colleges and can be used by various qualified professionals for example psychologists, counselors, teachers, and paraprofessionals.

The transition to childhood can be a very difficult process for children with disabilities because they are entering an unfamiliar world with many different new things to explore and to survive this world there are certain skills that must be acquired. To develop those skills teachers, families, school staff, agencies and other professional come together to help students set goals and learn skills that are necessary to maintain a living, get a job and furthering their education, this preparation help facilitate the transition into adult life . During the transition planning different services and activities are develop to help student with

Currently, young adults with intellectual disabilities are able to begin receiving Supplemental Security Income (SSI) when they reach the age of eighteen. While the receipt of SSI comes with several rules — such as requiring the individual to pay rent and not having more than $2,000 in all combined accounts — the rules regarding work can be difficult to understand and difficult to find, causing recipients and guardians to shy away from the working world. With the evolution of ‘full-inclusion’, it is a logical step that employing this demographic would be the main focus of the last years of an individual’s education. Many young adults leave the public school system having attended a vocational program and with a personalized post-secondary

The article that I read in the Research Journal #2 was about “otitis media and related complications among the children with autism spectrum disorders”. The article has addressed that acute otitis media (AOM) is a common infection, which affects in early childhood characterized by inflammation and the effusion of the ear. And also, the article stated that AOM is one of the diseases that cause hearing loss in children, and the most common illness for children prescribed antibiotic treatment in the USA.

In The NPR broadcast of “Why High School Students Need More Than College Prep”, Claudio Sanchez reveals how most students leave high school without any “soft skills” to help them obtain jobs in the workforce. Sanchez shows how Willamette High School prides itself on providing classes on what most would call trade school material. The school explains how employers expect students to already have these “soft skill” like “punctuality, customer service, managing people, and teamwork”. Willamette is involved with DECA which is an organization that provides students with real-world experiences. Students that participate have a better understanding of if college is the right place for them to be or if they would rather run the family business like

Life skills/Personal leadership—such as maintaining health and hygiene, problem solving (decision making and critical thinking), conflict management, and basic financial literacy—help young adults manage their lives in a safe and healthy manner and balance work as part of a broader set of demands and opportunities.

There is one thing for certain in this world, everyone wants to accomplish something in life and we want to recognize our full potential. In order to do this we must have some skills, and in this case it’s life skills. Life skills are a range of characteristics we

When it comes to the expected recovery outcomes of rehabilitation they can be very similar but have completely different outcomes when working with psychiatric and/or physical disability (McEwan & Downie, 2013). In a recent research article it was concluded that there are more students entering college with a disability than ever before (McEwan & Downie, 2013). What has already been known is that students will tend to do better at smaller colleges even if they have a disability and students who suffer from a psychiatric disability will drop out of high school more than students who suffer from a physical disability (McEwan & Downie, 2013). However with all of these students entering college many wondering what groups of disabled students will

Children with intellectual disability are at heightened risk for behavior problems, and these are known to increase parenting stress. Baker, Blacher and Olsson (2005) explored the relation of behavior problems to less-child-related domains of parent well-being (depression and marital adjustment), as well as the moderating effect of a personality trait, dispositional optimism, using three-year-old children over a year's longitudinal study, classified as developmentally delayed, borderline, or non delayed. Mothers' and fathers' well-being and child behavior problems were assessed at child ages 3 and 4 years in order to identify whether raising children with developmental disability affected these parental characteristics. The result was surprising in that the child's behavior turned out to be the controlling variable rather than the presence of delayed cognitive functioning or developmental disability.

Personal skills are essential in life as one gets to understand their potentials, build healthy relations, self-identity, manage emotion and high self-esteem, and work with others. Personal skills will help students to develop skills such as teamwork, stress management, and mutual respect, which are essential in managing modern life. Schools should include personal skills in their curriculum, which will be aiming at bettering the thinking abilities, social skills, and emotional skills of scholars. With better social skills, young adults will blend well with the community. This entails right communication abilities and establishing better and strong relationships. This will open up doors for students to have appropriate moral values and be cooperative as they turn to be responsible future citizens. Every person has a specific way of handling situations. Thinking skills assist scholars to deal with life challenges. The main concepts thinking skills include problem-solving and better decision making. Thinking widely and decisively must be encouraged among students. Educators must promote programs that help students to deal with stress and dealing with their emotions as they act responsibly. For example, if our education system educated students about emotional management we will have a new generation where ones feelings can be expressed by words instead of reacting upon our feelings. Imagine the emotional understanding upon ones feelings and the possibilities it can bring such