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.     

'It Would Have Been Bad': The Development of Historical Imagination and Empathy in a Group of Secondary Aged Pupils with Severe Learning Difficulties

Andrew Turner, who teaches in a school for pupils with severe learning difficulties, considers the teaching of history by teachers of such pupils and suggests that the skills of imaginative reconstruction and empathy are relatively neglected areas, particularly when dealing with distant historical periods. Recent research with mainstream primary pupils illustrates the possible parallels and the article gives details of a small-scale study of one group of Key Stage 3 pupils.     

Aggressively Helpful: A Case Study of Innovative Outreach to Special Library Patrons

This article is written by Kris Turner is the Associate Director of Public Services at the University of Wisconsin Law Library. He holds a MLS from the University of Wisconsin. He is currently attending University of Wisconsin Law School part-time and expects to receive his JD in 2020. Special libraries must effectively communicate value to prove the library’s worth to stakeholders making budgetary decisions. The University of Wisconsin Law Library embarked on a campaign of aggressive helpfulness to better serve existing patrons and reach under-served populations. The library implemented a three-pronged strategy that used formal workshops, informal events, and social media to emphasize the value the library provides. This article discusses the techniques used by the law library to better communicate value through aggressive helpfulness and provides tips on how other special libraries can successfully implement their own proactive outreach.