Empowering Students with Hidden Disabilities by Izzo Margo Vreeburg;Horne LeDerick R.; & LeDerick R. Horne

Author:Izzo, Margo Vreeburg;Horne, LeDerick R.; & LeDerick R. Horne [Izzo, Margo V. & Horne, LeDerick R.]
Language: eng
Format: epub
Tags: EDUCATION / Special Education/Learning Disabilities, BIOGRAPHY & AUTOBIOGRAPHY / People with Disabilities, FAMILY & RELATIONSHIPS / Learning Disabilities, FAMILY & RELATIONSHIPS / Attention Deficit Disorder (ADD-ADHD)
Publisher: Brookes Publishing
Published: 2016-09-06T00:00:00+00:00

EVIDENCE-BASED PREDICTORS AND PRACTICES TO IMPROVE TRANSITION PLANNING

The National Secondary Transition Technical Assistance Center (NSTTAC; 2009) identified 16 predictors of postschool success and 32 evidence-based practices in the areas of employment, education, and independent living. Researchers and practitioners continue to refine these predictors and practices (“Evidence Based Practices”, 2015; “Evidence Based Predictors”, 2015; Test et al., 2013; Test, Kemp-Inman, Diegelmann, Hitt, & Bethune, 2015). In an effort to make the information easier to navigate, the coauthors have clustered the predictors and practices into eight large categories that reflect activities, services, and supports that occur during the school years and are associated with higher rates of success in adulthood:

1.Self-determination, individual living skill instruction, and skill building

2.Inclusive practices and programs

3.Collaborative networks for student support

4.Individualized career development

5.Authentic community-based work experiences

6.Social and social-emotional instruction and skills

7.Academic, vocational, and occupational education/preparation

8.Supporting parental involvement and expectations

In addition to these predictors and practices, McConnell et al. (2013) identified nonacademic behaviors associated with successful postschool employment and education outcomes for students with mild and moderate disabilities, many of which are considered hidden disabilities:

1.Knowledge of their strengths and limitations

2.Actions related to strengths and limitations

3.Disability awareness

4.Persistence

5.Proactive involvement

6.Goal setting and attainment

7.Gaining paid employment experiences

8.Self-advocacy

9.Using informal supports (e.g., teachers/peers to clarify expectations) and formal resources and accomodations (e.g., tutoring centers and/or extended time on tests)

Having one or all of these predictors and behaviors will not guarantee students’ success once they leave high school, but these predictors and behaviors, as well as the authors’ own experiences, suggest that students with hidden disabilities who do well are often the ones who have many of these characteristics. Students achieve improved adult outcomes when teachers and parents have high expectations and teach the behaviors and skills identified above in inclusive settings. Students demonstrate these skills by setting goals that capitalize on their strengths and using accommodations and supports to compensate for their limitations.

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