Building a Successful Adult Life: Findings From Youth-Directed Research

Abstract

Although transition outcomes for youth with disabilities have shown some improvement and transition support practices have been identified, many young people continue to face transition barriers that preclude their full participation in key adult life activities. While research efforts have largely been professionally driven, there is emerging literature suggesting that the use of participatory, empowerment methodologies may bolster the identification of appropriate research methods and useful solutions to problems, as well as promoting the application of findings to accomplishing practice and policy improvements. The purpose of this study was to use a youth-directed, participatory action methodology to investigate youths' perceptions of the value of transition promotion experiences identified as effective by professionals, and to examine the level at which youth with disabilities participate in those experiences. A survey was developed and administered to 202 young people with disabilities by leaders from the National Youth Leadership Network. Findings indicated that youth generally endorse the importance of validated transition promotion practices; however, they reported having limited opportunity to participate in them. Implications related to the use of participatory action methodologies and needed practice and policy improvements are discussed.     

Adolescents With Disabilities: The Need for Occupational Social Skills Training

In this article, occupational social skills are defined and their importance is highlighted. The lack of occupational social skills has been estimated to be responsible for almost 90% of job loss. Although a number of commercial social skills instructional programs are available, none address social skills as they relate to specific occupations. We offer 4 different ways to develop appropriate occupational social skills training.     

Playing for position: education policy,Physical Education and nationalism in Wales

This paper explores the connections between Physical Education, nationalism and citizenship in England and Wales focusing upon how education legislation, in particular the National Curriculum (NC) and Local Management of Schools (LMS), are implicated in the cultural production of ideational differences between and amongst the peoples of England and Wales. As our previous research has centred heavily on the making and implementation of education policy and PE in England, we take this opportunity to adjust our gaze and focus squarely on issues of cultural production in Wales, particularly relationships between the construction of images of Welsh identity and education policy and practice relating to PE and sport in schools. The analysis highlights that tendencies towards a narrow, conservative, cultural restoration are as evident in Wales as they are in England and obstruct progression towards more innovative and progressive ideals.     

Misconceptions about traumatic brain injury among students preparing to be special education professionals

The researchers performed a survey study to determine the effectiveness of collegiate programmes in dispelling common misconceptions about traumatic brain injury (TBI) while preparing undergraduate and graduate students for special education (SpEd) careers. Respondents included 136 undergraduate and 147 graduate SpEd students in their final semesters before obtaining degrees. Each completed an 18‐item true/false survey about TBI and the associated recovery process. Results were compared with survey responses from 318 lay public respondents who participated in a previous study. Two major findings emerged: (a) no significant differences existed in misconception endorsement between SpEd students completing Bachelor's versus Master's degrees; and (b) graduating students in SpEd teacher preparation programmes endorsed similar misconceptions as lay public respondents; hence, these programmes do not appear effective in dispelling common TBI misconceptions. Improving academic preparation for special educators regarding TBI is imperative for effectively identifying, assessing and serving student survivors.     

Classroom materials

Your Energy World Published by U.S. Department of Energy

Blue Wings Flying by Elizabeth DeHuff Pictures by Dorothea Sierra Addison‐Wesley Publishing Co. Readding, Mass. 01867

Early Childhood Filmstrips Series Part I: About Myself Myself and Other People — Alike and Different My Family and Other Families—Alike and Different Everyone Needs Many Things by Ruth Jaynes, Beatrice Woodbrldge & Nancy Curry Bowmar/Noble Publishers, Inc. 4563 Colorado Los Angeles, CA 90039

“Man and His Gods: An Inquiry Into The Nature of Religions” Published by The Center for Humanities, Inc. 2 Holland Ave. White Plains, NY 10603

Alcohol: Facts, Myths and Decisions Published by Science and Mankind, Inc. Communications Park, Box 200 White Plains, New York 10601     

Self-Regulating Informational Text Reading Comprehension: Perceptions of Low-Achieving Students

Students who struggle with learning may not have the metacognition needed to support the multiple processes required to understand what is read in informational text. Instruction for these students, therefore, should include methodologies that promote self-regulation of critical thinking processes. Fifty-eight low-achieving students were provided Self-Regulated Strategy Development instruction for the TWA (Think before reading, think While reading, think After reading) strategy approach. Students were explicitly taught to establish goals, self-monitor performance, use positive self-instructions, and self-reinforce. We examined these students' perceptions in regard to application of the self-regulation procedures. Students' worksheets and comments as well as perceptions documented in post-instruction interviews were used to gain insight into students' metacognitive awareness of the self-regulation procedures taught and learned.     

A study of color in dissertations and theses

This study examined the occurrence of color in dissertations and theses produced at the Pennsylvania State University over a nine year period. Since the most common preservation method for dissertations and theses is monochromatic microfilming, traditional treatment may result in a loss of information encoded in color in these resources. Results indicate a significant increase in the use of color over the time period studied. Variations in the amount of color use by discipline were also observed. Implications related to monochromatic microfilming and recommendations for long term preservation are discussed.