Summer Transition Program

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

Education no longer fits your parent's vision of the three R's. To be career and college ready should be the goal of every high school student today. Students must learn to read and gather information efficiently. This research proposal subject matter resulted directly from the fact my mother, her mother and her grandfather have all been educators. One could say education is in the bloodline. As a high school student, the effects of the controversial Common Core Standards are apparent and personal. For the community, as a whole, the Common Core, if successful, will permit students to enter college or a career adequately prepared. Thus, preparing a workforce that is competent and therefore, better equipped for available employment.

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

Legislation assisting students with disabilities (SWD) with equal opportunities in education and training has been progressive. Legislative mandates underpinning CTE and inclusion of students with special education needs has occurred in rapid succession since the 1950’s. There are several key legislative directives, which bolster the inclusion of students with disabilities (SWD) in career and technical education (CTE). In 1975, The Education for All Handicapped Children Act, together with the Americans with Disabilities Act (1990), the Rehabilitation Act (1973) and Section 504, prohibit discrimination based on disability, and require equal access for all students in programs that are federally funded. Furthermore, the Perkins Act (1998) requires that individuals with disabilities receive equal access to all vocational education endeavors supported by federal financial assistance and bars discriminatory practices based on ability (Ordover and Annexstein,

Having gone through STP, I learned that I still need help combating procrastination. My time management throughout the Summer Transitional Program was the best that it has ever been in my entire schooling career. However, I know that my time management still needs to improve in order for me to easily complete each assignment. One thing that has been a tremendous help was learning how to implement a to-do list and writing assignments down. Having a schedule makes it easier to remember what I have to do.

Department of Education updated the Elementary and Secondary Education Act to make sure “every student will graduate from high school ready for college and career regardless of their income, race, ethnicity, or disability status (U.S. DOE, 2013, p. 3). A new focus, increasing student college and career readiness, emerged with the adoption and implementation K-12 Common Core State Standards (CCSS, 2012). So far, forty-three states have adopted this policy (CCSS, 2012). U.S. policy makers and local communities have begun to use these standards to measure K-12 students in terms of meeting college and career readiness benchmarks (Conley, 2010). Much of the focus on college and career readiness has been helping students enter two or four year colleges without the need for remediation, however this appears to be only part of the equation (Career Readiness Partner Council, 2012; Conley,

1. Secondary transition is assisting students with learning disability to successfully transition to post-secondary activities. The activities can range from employment or a type of schooling the students wishes to attend. Before students begin to transition out of high school, the school ensures the students are given the adequate academic components needed to achieve their transition. The transition is centered and planned around what the students wants for their future after high school. Students are given the opportunity to describe what they want to do once they leave high school, and the transition plan assist the student to successfully achieve their goals.

The prospectus is established in response to a needs assessment that indicates students leaving the program are unable to get a job in their community. One reason for this is the student lacks the basic skills to seek, obtain and hold onto a job. Many students who have visual impairments are lacking skills because they need to learn without their vision and must learn with hands on, concrete learning. The students need the basic concepts as a foundation for

When dealing with a person that might have a disability for example, of blindness or a physical disability it can be extremely difficult for rehabilitation counselor to manage. One of the difficult situations for rehabilitation counselor is to manage helping a person who has disabilities as they enter the workforce. Particularly rehabilitation counselor must manage their focus on the ever changing opinions of prospective acquaintances and managers but there are different ways to manage this issue. One way that managing somebody with a disability who is about to go into the work force for the first time is that by working closely together with the individual vocational rehabilitation center and their future

Tasheka Sutton-Young has carried a research to analyze provided services for ASD students transitioning from secondary to postsecondary education. Semi-sturcured interviews were held with managers and directors of disability/accessibility services in 5 different community colleges. The purpose of the research is to find out the challenges that ASD students are facing and the ways of improving this transitioning process. While students with disabilities are being prepared for the academic expectations of college through their IEPs, they are ill prepared for the social and psychological dimentions of their higher education experience (Wehman, 2008). So this study was held to understand possible types of support that students can benefit

Employment levels for people with learning disabilities fell from 8.8 (2012-13) to 7.1 (2013-14) according to the survey report published by the local government authorities (Department of Health, 2014). But, there are many disabled adults who want to work and make good, reliable employees if given the right opportunities and support (Emerson, et al., 2010). By 2025 the Government has fixed the target of at least 47% of the people with moderate severe learning disabilities

This article details the importance in creating programs to assist students with emotional and behavioral disabilities. It suggests the vital necessities to develop the knowledge and skills for these student to make a rewarding transition to adulthood. It also addresses employment preparation and life skill development for students with emotional or behavioral disabilities who experience many obstacles in entering the employment pool. Jacqueline M. Swank is a credible author because she holds a PhD in Philosophy in Education, LMHC, LCSW and is currently an Assistant Professor in the College of Education at the University of Florida.

Despite the growing consensus that all students should graduate from high school ready for college and careers, that goal is unfortunately not being realized in many schools across the country. Each year, one third of students do not graduate from high school and another third graduate unprepared for the rigors of college and careers—figures that have remained stagnant in far too many pockets of the nation. To effectively address such an extensive crisis, reform efforts must focus on the systemic improvement of low-performing high schools. (The School of Arts and Enterprise, 2012)

Others recast employment issues as a function of the significant societal barriers faced by those who do not fit the norm, for example, biased attitudes, low expectations, or overprotectedness toward persons with disabilities (Michaels 1997). Although IDEA mandates Individualized Education Programs and Individualized Transition Plans, the latter often focus on academics, not career counseling or living skills; lack coordination among secondary, postsecondary, and community agencies; and are often developed too late in the educational process (Cummings et al. 2000).

This study’s participants included 48 career and technical education students in grades 9 through 12 from two different high schools in Denton County, Texas. The participants were 24 students without disabilities from the general education career and technical education program, and 24 students from