Abstract synthesis of 3 articles


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EEX 6065 Andy Schrader

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Abstract synthesis of 3 articles

  1. 1. Andy Schrader EEX6065
  2. 2.  Focus on High School Completers vs Post Secondary Education Completers in the areas of:1. Salary2. Independent Living3. Social Interactions
  3. 3.  60% of students with disabilities attended postsecondary education Within 8 years of leaving high school, 59 percent of young adults with disabilities had lived independently Results are specific to disability category helping determine information by disability (emotional disturbance disabilities are more likely to not report disability to schools, workplace, and are more involved in the criminal justice system) Young adults who had received a postsecondary education degree or certificate were more likely to be employed at the time of the interview than those with lower levels of educational attainment (83 percent vs. 38 percent to 58 percent). Average hourly wages were significantly higher for young adults with disabilities who had completed a postsecondary education program than for those who had completed high school or who had some postsecondary education ($12.50 vs. $9.80 per hour and $9.80 per hour).
  4. 4.  IEP team can discuss importance of student reporting disability to postsecondary institute to receive needed support and accommodations for success Goals can be more specific by disability to help with the transition process
  5. 5.  Collaborative Program Development Group of cross-departmental faculty agreed to meet on a voluntary basis over a period of twelve months to develop a proposal for a merged secondary program Created the Secondary Dual Educator Program (SDEP)
  6. 6.  Teach from a strong content knowledge foundation utilizing specialized methods for teaching the content area Differentiate units, lessons and assessments for a diverse range of learners. Accommodate the needs of diverse students within inclusive classrooms. Adapt unit and lesson plans for students with diverse needs, and for students with varying cultural, social, and linguistic backgrounds Implement co-planning and co-teaching methods to strengthen content acquisition of individuals with learning challenges Understand assessment and instruction for individuals with significant disabilities
  7. 7.  From the very first day new teachers walk into their classrooms, be it in high-performing or low- performing schools, in urban, rural, or suburban settings, SDEP enables educators to deliver high- quality education to every single student in the room SDEP is one model for preparing candidates to meet the challenges of secondary teaching in a rapidly changing world An evaluation of SDEP found that graduates developed competency in differentiation and collaboration
  8. 8.  This brief explores the challenges to documenting drop out rates and ways to support students with disabilities so that they meet academic standards and graduate
  9. 9.  Dropout rate is twice that for students with disabilities compared to general education students Increased demands for higher achievement on state standardized testing Students with disabilities are included in these assessments and have been identified as being among the lowest performing More than 80% of persons incarcerated are high school dropouts
  10. 10.  Although dropout rates have decreased new high stakes testing can lead to an increase in student dropout Models of tracking dropout rates vary What grade levels should be included Inaccurate data sources Financial restraints
  11. 11.  Supplemental services for at risk students Different forms of alternative education School wide restructuring Continue to demonstrate and validate new dropout prevention and intervention strategies Encourage dropout reentry
  12. 12.  Fullerton, Ann; Ruben, Barbara J., & McBride, S. (2011) Development and Design of a Merged Secondary and Special Education Teacher Preparation Program. Teacher Education Quarterly, v38 n2 p27- 44. Newman, L., Wagner, M., & Knokey, A. M. (2011). The Post- High School Outcomes of Young Adults with Disabilities up to 8 Years after High School. National Center for Special Education Research, 218. Thurlow, M.L., Sinclair, M.F., & Johnson, D.R. (2002). Students with Disabilities who Drop Out of School-Implications for Policy and Practice. National Center on Secondary Education and Transition, Vol. 1 Issue 2.
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