Emerging Trends in Youth Engagement during Transition: Youth as Interdisciplinary Partners

Autor/inn/en	Kucharczyk, Suzanne; Oswalt, Amillia K.; Whitby, Peggy Schaefer; Frazier, Kimberly; Koch, Lynn
Titel	Emerging Trends in Youth Engagement during Transition: Youth as Interdisciplinary Partners
Quelle	In: Rehabilitation Research, Policy, and Education, 36 (2022) 1, S.71-98 (28 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2168-6653
DOI	10.1891/RE-21-16
Schlagwörter	Individualized Transition Plans; Students with Disabilities; Student Participation; Equal Education; Educational Legislation; Federal Legislation; Interdisciplinary Approach; Vocational Rehabilitation; Longitudinal Studies; Student Experience; Direct Instruction; Barriers; National Longitudinal Transition Study of Special Education Students + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Bildungsrecht; Schulgesetz; Bundesrecht; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Berufliche Rehabilitation; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Studienerfahrung; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren
Abstract	Purpose: Despite federal legislation requiring youth engagement in their transition planning, students with disabilities continue to be passive partners in this transition process, under informed about the process and future possibilities, and with goals misaligned with their hopes. Students with specific disabilities and those who are English learners, Black, Indigenous, and from communities of color are even more impacted by the lack of active opportunities to provide direction on their futures. Method: The authors conducted a scoping literature review of youth engagement in the transition process for students served under Individuals with Disabilities Education Act. Results: A shift towards active engagement for students in the transition process is critical. Inequitable experiences in that process exist for students based on individual and environmental characteristics. Active engagement will require direct, deliberate instruction and amelioration of structural barriers. Conclusions: As a bridge between school years and adult environments, vocational rehabilitation counselors have an important role in supporting the engagement of students in transition planning as they learn and practice self-determination and self-advocacy skills to lead planning towards their future. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01