Jim Martin, Ph.D. University of Oklahoma Zarrow Center for Learning Enrichment [email protected]http://education.ou.edu/zarrow/ Look under the presentation tab on the left of the following website url to download this PowerPoint file and other supporting information at http://education.ou.edu/zarrow/
25
Embed
Jim Martin, Ph.D. University of Oklahoma Zarrow Center for Learning Enrichment jemartin@ou
Jim Martin, Ph.D. University of Oklahoma Zarrow Center for Learning Enrichment [email protected] http://education.ou.edu/zarrow/. - PowerPoint PPT Presentation
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
Jim Martin, Ph.D.University of OklahomaZarrow Center for Learning [email protected]://education.ou.edu/zarrow/
Look under the presentation tab on the left of the following website url to download this PowerPoint file
and other supporting information at http://education.ou.edu/zarrow/
53% of students with disabilities plan on attending an education program after leaving high school compared to 95% of their non-disabled peers (Wagner, Newman, Cameto, Garza, & Levine, 2005).
Yet only 19% of youth with disabilities follow through compared to 40% of their non-disabled peers (Wagner et al., 2005).
The rate of current enrollment of youth with disabilities in 2-year/ community colleges is not significantly different from that of their peers in the general population (10% vs. 12%).
Similar-age youth without disabilities are more than four and one-half times as likely as youth with disabilities to be currently taking courses at a 4-year college (28% vs. 6%, p<.001).
5
College freshman with a disabilities increased from 2.6% in 1978 to 9% in 1996 (Cameto, Newman & Wagner, 2006).
Surveys of freshman at 4-year colleges report the percent of students with disabilities has gone from 3%, up to 9%, then down to 6% (Henderson, 1998, 2001)
9% of students with disabilities enroll at four-year colleges. Non-disabled peers are 4.5 times more likely to be enrolled (Wagner et al., 2005)
6
Of youth with a high school IEP in IHE (Wagner et al., 2005). 52% do not believe they have a disability 7% believe they have a disability but did not
disclose 40% identified having a disability
88% of students who identified received services
Put all of this together, about a third of students with IEPs in high school receive IHE disability support
7
Two-year retention data at OU finds that students with and without disabilities return to OU to study at equal numbers (OU Institutional Research, 2006).
Only 4% of students with disabilities who had enrolled in two-year colleges had graduated (Cameto, Newman & Wagner, 2006).
One percent of the students with disabilities enrolled in 4-year schools graduated in a four-year period (Cameto et al., 2006).
20% of students with LD who began IHE graduate 5 years after high school compared to 44% for students without LD (Murray, Goldstein, Nourse, & Edgar, 2000).
10 years after high school, 44% of students with LD graduated compared to 78% without disabilities (Murray, et al., 2000).
After six years at OU 55% of undergraduates without disabilities graduate compared to 28% of their peers with disabilities (OU Institutional Research, 2006).
8
Graduates with LD employed at comparable rates as former students with LD (Madaus, Foley, McGuire, & Ruban, 2001).
Earning a degree from an IHE benefits the employment outcome of adults with learning disabilities (Madaus, 2006).
Students with other disabilities graduating from IHEs appear to have less positive results (Roessler, Hennessey, & Rumrill (2007).
Some students with disabilities at IHEs lack the skills and confidence to seek employment (Corrigan, Jones, & McWhirter, 2001).
9
Why do so few students with disabilities enter higher ed? What happens to the dreams?
Why the poor long-term graduation rate? Why do fewer students with disabilities
who graduate from college continue to graduate school?
Why do some students with disabilities (maybe as many as 33%) experience trouble transitioning from IHE into employment?
10
Transition education for students with disabilities (Sitlington, 2003): Enrolled in higher education programs Preparing to move from higher education into full-
time careers Higher Ed needs to strongly consider
adopting transition education practices to finish the job (Roessler, Hennessey, & Rumrill, 2007).
Where and Who? Disability Resource Centers? Career Development Offices?
11
1. Adaptive Behavior Assessment
2. Vocational Interest and Skills Assessment
3. Postschool Predictor Assessment
12
We need a transition assessment tool based on actual postschool success predictors.
We need a tool to assess students’ current behavior linked to identified transition success predictors.
No tool like this exists (that we could find).
13
Reviewed the literature to identify student behaviors that predicted postschool success. 45 quantitative and
qualitative studies Several different search
engines Journal reference lists Hand searched major journals Asked colleagues around the
country
14
• Desires • Goals
• Strengths • Limits
• Disability Awareness • Persistence
• Use of Support Systems • Coping Skills
• Social Skills • Proactive Involvement
• Making Positive Choices • Job Experience
• Transition Education
15
Transition Success Assessment: A Transition Behavior Profile 46 items Professional, Family, and Student TSA
Disability Resource Center staff need to advocate for adopting transition education practices.
Use local and national numbers to support efforts.
Work with campus support systems.May become a job of DRC or Career
Development Offices.
24
Cameto, R., Newman, L., & Wagner, M. (June, 2006). The National Longitudinal Transition Study-2 (NLTS2) Project Update: Self-perceptions of youth with disabilities. Washington, DC: Institute of Education Sciences.
Corrigan, M., Jones, C., & McWhirter, J. (2001). College students with disabilities: An access employment group. Journal for Specialists in Group Work, 26, 339-349.
Finn, D., Getzel, E. E., & McManus, S. (in press). Adapting the Self-Determined Learning Model for instruction of college students with disabilities. Career Development for Exceptional Individuals.
Henderson, C. (1998). Profile of 1996 college freshmen with disabilities. Washington, DC: HEATH Resource Center, American Council on Education.
Henderson, C. (2001). College freshman with disabilities: A biennial statistical profile. Washington, DC: HEATH Resource Center, American Council on Education.
Madaus, J. E. (2006). Employment outcomes of university graduates with learning disabilities. Learning Disability Quarterly,29, 19-w31.
Madaus, J. W., Foley, T. E., McGuire, J. M., & Rubin, L. (2001). A follow-up investigation of university graduates with learning disabilities. Career Development for Exceptional Individuals, 24, 133-146.
Murray, C., Goldstein, D. E. Nourse, S., & Edgar, E. (2000). The postsecondary school attendance and completion rates of high school graduates with learning disabilities. Learning Disabilities Quarterly, 15, 119-127.
Roessler, R. T., Hennessey, M. L., & Rumrill, Ph. D. (2007). Strategies for improving career services for postsecondary students with disabilities: Results of a focus group study of key stakeholders. Career Development for Exceptional Individuals, 30, 158-170.
Sitlington, P. L. (2003). Postsecondary education: The other transition. Exceptionality, 11, 103-113. University of Oklahoma Institutional Research and Reporting. (2006, June). Students with disabilities. Norman,
Oklahoma. Wagner, M., Newman, L., Cameto, R., Garza, N., and Levine, P. (2005). After High School: A First Look at the
Postschool Experiences of Youth with Disabilities. A Report from the National Longitudinal Transition Study-2 (NLTS2) Menlo Park, CA: SRI International. Available at www.nlts2.org/reports/2005_04/nlts2_report_2005_04_complete.pdf.