bluuebunny/crossref_metadata_2025 huggingface dataset:
Pedagogy, Public Sociology and Politics in India
Authors: Baviskar Amita
Published: April 2008

The current phase of economic liberalization may be understood in terms of a shift in the notion of the nation, especially the shrinking of the public sphere and the increasing exclusion of subaltern groups from public discourse. Disadvantaged groups can only strive for recognition by invoking the fictive ideal of `community' with moral claims upon the nation-state. The engagement of sociologists in these struggles may entail suppressing critical issues, steering clear of questions about internal democracy, ideological contradictions or long-term strategy. To orient and equip students and younger scholars to engage in a public sociology that speaks to subaltern causes, we need to change the academy itself — its internal values and its terms of engagement with others outside it.
Reply
Authors: Lever-Tracy Constance
Published: April 2008

The precautionary principle warns that while we should not ignore actions needed to prevent worst-case scenarios, expecting only the worst can immobilize us. The scenarios of climatologists contain a range of possible time scales and impacts. With a determined effort, we may win time for later solutions such as carbon sequestration, fusion power, lower birth rates or social transformation. Both total societal collapse and ensuing barbarism are potentially avoidable.
Factors Affecting Satisfaction and Retention of African American and European American Teachers in an Urban School District
Authors: Kearney Janet E.
Published: April 2008

An urban school district developed strategies for recruiting and retaining minority teachers. Examination of data on teachers hired over a 3-year period found the retention rate for African American teachers was slightly higher than that of European American teachers. Teachers with at least 3 years' experience in the district were surveyed as to their satisfaction with various aspects of teaching. There was a significant difference by race on class size: African American teachers were more likely to be satisfied with it. African American men were least likely to be satisfied with salaries, benefits, and opportunities for advancement. High school and middle school teachers were less likely to be satisfied on several aspects of teaching than elementary teachers.
Russia's Northern Fleet and the Oil Industry—Rivals or Partners?
Authors: Åtland Kristian
Published: April 2008

Described as one of the world's most promising new energy provinces, the European Arctic is no longer primarily seen as a military playground. Russia's approach to the region is increasingly governed by national economic interests rather than by national security interests. The development of offshore oil and gas fields, the construction of new pipelines and terminals, the increasing traffic of oil tankers to Western Europe and the United States, and the conversion of naval yards to civilian production represent both new challenges and new opportunities for the Russian Navy. Issues that were previously considered crucial to the country's national security have slowly but steadily been “desecuritized,” and new patterns of civil—military relations have emerged. This article discusses the relationship between the Russian petroleum industry and the Northern Fleet and the interplay between Russian commercial and military interests in the post—cold war European Arctic.
Gestures of apes and pre-linguistic human children: Similar or different?
Authors: Pika Simone
Published: April 2008

The majority of studies on animal communication provide evidence that gestural signalling plays an important role in the communication of non-human primates and resembles that of pre-linguistic and just-linguistic human infants in some important ways. However, ape gestures also differ from the gestures of human infants in some important ways, and these differences might provide crucial clues for answering the question of how human language — at least in its cognitive and social-cognitive aspects — evolved from the gestural communication of our ape-like ancestors. This article provides an overview on the gestural signalling of monkeys and apes to enable a comparison with gestures in pre- or just-linguistic children. Implications for the evolution of language are discussed.
Learning to talk in a gesture-rich world: Early communication in Italian vs. American children
Authors: Iverson Jana M. , Capirci Olga , Volterra Virginia , Goldin-Meadow Susan
Published: April 2008

Italian children are immersed in a gesture-rich culture. Given the large gesture repertoire of Italian adults, young Italian children might be expected to develop a larger inventory of gestures than American children. If so, do these gestures impact the course of language learning? We examined gesture and speech production in Italian and US children between the onset of first words and the onset of two-word combinations. We found differences in the size of the gesture repertoires produced by the Italian vs. the American children, differences that were inversely related to the size of the children's spoken vocabularies. Despite these differences in gesture vocabulary, in both cultures we found that gesture + speech combinations reliably predicted the onset of two-word combinations, underscoring the robustness of gesture as a harbinger of linguistic development.
The relationship between early gestures and intonation
Authors: Balog Heather L. , Brentari Diane
Published: April 2008

Pragmatic language skills (e.g., communicative intention) have traditionally been difficult to measure consistently in young children. This challenge makes it difficult to establish links between early productive speech/ language behaviors (e.g., intonation) and communicative intentions, which may prove to be useful for early diagnosis of speech and language impairment. The current study proposes a methodology for observing and measuring language produced by children in the single-word developmental stage that does not rely on usual linguistic cues (e.g., lexical meaning). The goals of this study were: (1) to determine whether young children (i.e., ages 1;0—1;11) coordinated their nonverbal and verbal behavior directions; and (2) to determine whether there were any into-national and intentional differences between utterances produced with coordination compared with those produced without coordination. Our findings suggest that, even at the one-word stage of language acquisition, young children are beginning to adhere to the adult tendency to coordinate nonverbal and verbal behaviors, and that intentional meaning is more comprehensible when gesture and intonation contour are coordinated.
Chilled water circuit designs for in situ chiller performance measurement
Authors: Yik Francis W H
Published: April 2008

Determining the full- and part-load performance of chillers through short-term in situ measurements requires complicated arrangements. It will take a long time if consistently logged performance data under normal plant operation are used instead. Chilled water circuit designs that allow the full- and part-load performance of chillers to be measured conveniently and expeditiously are presented in the paper. The circuit designs require just minor extra provisions, including the installation of supplementary pipes and fittings, and a few additional control devices. Besides making it possible to conduct full-load tests on chillers at most of the time in the year, simulation results based on a building model in Hong Kong show that part-load performance data that cover the entire capacity range of chillers can be captured in less than 2 weeks, both in hot and cold months.

Practical application: With the proposed chilled water circuit designs, the time and effort required for measuring the full- and part-load performance of new or existing chillers can be largely reduced. The method will work provided that each chiller is connected in series with a dedicated chilled water pump and the return chilled water will flow from one end of the main return pipe to another with connections to all chiller branches in between. The circuit design can be incorporated easily into new plant designs. For existing buildings, the required pipe modification work will interrupt plant operation.
Epistemic demand analysis for fresh water supply of Chinese restaurants
Authors: Mui KW , Wong LT , Yeung MK
Published: April 2008

In order to design a cost-effective and eco-efficient fresh water supply system for Chinese restaurants, a better understanding of the simultaneous water demands in these restaurants is essential. Taking the professional evaluation practice and actual on-site measurements into account, this study examines the probable maximum demands of the water supply system for some Chinese restaurants in Hong Kong using the Bayesian approach. The installed capacities, usage patterns, flow rates and `per customer' hourly demands of tea urns, dishwashers, kitchen sinks and washbasins employed in a typical Chinese restaurant were evaluated. With the assumption of normally distributed discharge probability, the fixture units of these appliances were estimated for local Chinese restaurants; comparisons with the existing design values were also made. The posterior results, which showed that the sinks for tea urn and dishwasher required bigger plant capacity, would be useful for updating the calculation of water demands in certain Chinese restaurants to justify the installation cost.

Practical application: The probable maximum demands of the water supply system for some Chinese restaurants in Hong Kong were examined using the Bayesian approach; the fixture units of tea urns, dishwashers, kitchen sinks and washbasins employed in a typical Chinese restaurant were estimated for local Chinese restaurants. The results showed that the sinks for tea urn and dishwasher required bigger plant capacity, would be useful for updating the calculation of water demands in certain Chinese restaurants to justify the installation cost.
Sadness, Depression, and Avoidance Behavior
Authors: Leventhal Allan M.
Published: April 2008

Research into genetic, psychosocial, and cognitive explanations for depression (biopsychosocial models) provides support for the role of these variables in the etiology of depression. Regularly identified as basic to depression is loss, and the experience of loss has been found to be more influential than genetic factors in the causation of depression. A distinction is drawn between sadness and depression. Sadness is conceptualized as a normal, time-limited response to loss, whereas depression is a disorder because it is recurring and disruptive. Missing from current biopsychosocial explanations for depression is the importance of avoidance behavior in relation to loss. The thesis of this article is that sadness is transformed into depression as a result of avoidance behavior, which blocks access to lost positive reinforcers. Successful treatment requires replacing avoidance behavior with approach behaviors to overcome the consequences of the loss. An equation is presented specifying the factors involved in depression and how they are related. Implications following from the equation fit well with research results. Treatment issues associated with the theory are discussed.
Prevention of Alcohol Problems in Dutch Youth
Authors: van de Luitgaarden Jade , Thush Carolien , Wiers Reinout W. , Knibbe Ronald A.
Published: April 2008

Binge drinking among young people is a problem in the Netherlands. This article outlines the current Dutch approach to alcohol prevention in this target group. It is argued that well-enforced evidence-based control measures are lacking despite renewed political interest in them. Politicians often favor alcohol education, but to increase the effectiveness of alcohol prevention, a combined approach of policy measures, enforcement, and education is needed. Translation of education and policy-based measures is discussed.
Progressive Ethnocentrism
Authors: Klein Alan
Published: April 2008

This study is an effort to examine the problems associated with interpreting events and practices emanating in one cultural context (the Dominican Republic) by those of another (the United States)—part of the classic definition of ethnocentrism. Ethnocentrism has been considered to be a problem linked to close-minded individuals and agencies, but this study attempts to show that progressive thinkers can also fall prey to it. Two case studies are looked at—the case of buscónes (those responsible for finding and developing Dominican ballplayers) and the case of former Little League sensation Danny Almonte (himself a Dominican émigré). The cases involve young men who have been wronged in one way or another. Guilt and innocence has been reported in the United States. However, ethnographic research into these cases shows that one can be right on the particulars while wrong in matters of cultural context and therefore unintentionally furthering ethnocentric bias.
“Getting Caught in the Net”
Authors: Elliott Richard , Maguire Joseph
Published: April 2008

This article is a study of global athletic labor migration that examines the mechanisms through which some athletic migrant workers are recruited. The article adopts a critical case study which analyses the movement of Canadian workers into Britain's Elite Ice Hockey League (EIHL) and synthesizes concepts derived from the sociology of sport and the sociology of highly skilled migration to explain these movements. Using a theoretical framework based on a figurational or process sociological approach, the article shows that the recruitment of migrant workers to EIHL teams need not be facilitated by a formal mediator such as an agent. Instead, informal communicative “friends-of-friends” networks and “bridgehead” contacts more commonly facilitate flows of information to the potential employer and potential migrant employee. Accordingly, mutually beneficial recruitments can be seen to be occurring as the result of human mediation facilitated by a series of informal interdependent networks of social relationships.
Sport in Postcolonial Uganda
Authors: Chappell Robert
Published: April 2008

This article examines the structure of sport in postcolonial Uganda in the context of being a developing country in East Africa. The intention is to provide a wealth of empirical, concrete data that are often missing from many theoretical polemics on the politics of sport and to link the empirical data to political theory. In the context of this article, it is suggested that Uganda is best understood through a neopluralist analysis of the state.
Foucault, Technologies of Self, and the Media
Authors: Thorpe Holly
Published: April 2008

This article draws on Foucault's concepts of discourse and technologies of self to analyze the relationship between young women and the media. More specifically, it sheds light on the various discursive constructions of femininity in the snowboarding media and examines the conditions under which female snowboarders learn to recognize and distinguish between different types of media discourses. It also examines the different ways in which women act on this knowledge, including the production of their own media forms. The article evaluates sexist discourses in the media and their effects on women's snowboarding experiences and considers women-only media forms as a foundation for wider social transformation. Ultimately, Foucault's unique conceptualization of power enables an account of the mundane and daily ways in which power is enacted and contested in snowboarding culture and allows an analysis that focuses on the female snowboarder as both an object and a subject of media power relations.
The Effect of Donor Age and Low-Dose Gamma Irradiation on the Initial Biomechanical Properties of Human Tibialis Tendon Allografts
Authors: Greaves Laura L. , Hecker Aaron T. , Brown Charles H.
Published: April 2008

Background

Most tissue banks recover and irradiate tibialis tendon allografts from donors aged up to 65 years. It is unknown whether donor age and low-dose gamma irradiation affect the initial biomechanical properties of tibialis allografts.

Hypothesis

Donor age up to 65 years and low-dose gamma irradiation do not significantly affect the initial biomechanical properties of tibialis allografts.

Study Design

Controlled laboratory study.

Methods

One hundred twenty-six tibialis tendon allografts (63 pairs, 37 human donors) were divided into 3 age groups: young (<45 years), middle (46-55 years), and old (56-65 years). Within each age group, half of the paired tendons underwent tensile testing as single-strand grafts and the other half as double-strand grafts. One tendon from each donor pair was randomly assigned to undergo terminal sterilization with an absorbed dose of 1.46 to 1.80 Mrad (14.6-18.0 kGy) gamma irradiation, whereas the other tendon received no irradiation. All tendon grafts were preconditioned with a cyclic load and tested to failure in tension.

Results

Irradiated single-strand tendons in the old age group had a longer displacement at failure compared to the middle but not the young age group. Nonirradiated double-strand tendons in the old age group had a lower failure stress. Single-strand irradiated old tendons had a lower stiffness, and all irradiated young tendons and old double-strand tendons had a higher failure stress compared to nonirradiated tendons.

Conclusion

Donor age up to 65 years does not significantly affect the initial failure load, stiffness, or displacement at failure of tibialis allografts. An age-related decrease in failure stress was observed among nonirradiated tendons but not in tendons subjected to irradiation.

Clinical Relevance

The results provide biomechanical evidence for use of tibialis allografts from donors up to 65 years of age. Low-dose gamma irradiation does not negatively influence the initial biomechanical properties of tibialis allografts. Further studies examining age and irradiation effects after submaximal cyclic loading conditions are recommended.
Biomechanical Performance of Rotator Cuff Repairs with Humeral Rotation
Authors: Ahmad Christopher S. , Kleweno Conor , Jacir Alberto M. , Bell Jonathon E. , Gardner Thomas R. , Levine William N. , Bigliani Louis U.
Published: April 2008

Background

Traditional biomechanical evaluations of rotator cuff repair techniques employ cyclic loading of the supraspinatus tendon in an isolated medial direction.

Purpose

This study was conducted to evaluate 2 different rotator cuff repair techniques that are currently the subject of debate with cyclic loading and with internal and external humeral rotation to better simulate postoperative rehabilitation.

Study Design

Controlled laboratory study.

Methods

Nine fresh-frozen paired human cadaver shoulders (18 shoulders) were studied. A single-row repair with 2 suture anchors was compared with a double-row repair with 4 suture anchors. The shoulders were tested in a custom device to position the shoulder in neutral, 45° of internal rotation, and 45° of external rotation. Cyclic loading of the supraspinatus tendon was performed with an MTS material testing machine. Gap formation was measured and analyzed for each rotational position using the MTS device.

Results

For the single-row repair, average gap formation per 100 cycles in the positions of neutral, internal, and external humeral rotation was 1.47 ± 0.63, 3.11 ± 1.55, and 2.24 ± 0.94 mm, respectively. For the double-row repair, average gap formation per 100 cycles in the positions of neutral, internal, and external humeral rotation was 1.25 ± 0.54, 2.29 ± 1.10, and 1.57 ± 0.48 mm, respectively. For gapping averaged over all positions, the double-row repair had significantly less gapping than the single-row repair ( P = .0109); gapping was greatest for internal rotation, followed by external rotation, and least for neutral ( P < .0001).

Conclusion

The testing method of including a rotational component in biomechanical rotator cuff repair testing is a more realistic model of the loading conditions experienced by a repaired rotator cuff as the patient participates in postoperative rehabilitation. Double-row repair has better fixation strength than single-row repairs when exposed to cyclic loading and changes in humeral rotation position.

Clinical Relevance

Humeral rotation affects rotator cuff fixation and should be considered in postoperative rehabilitation.
Do Individualized Transition Plans Match the Postschool Projections of Students with Learning Disabilities and Their Parents?
Authors: Thompson James R. , Fulk Barbara M. , Piercy Sheryl Wernsing
Published: April 2008

Information recorded on Transition Planning Guides (TPGs) was compared with student and parent perceptions regarding postschool goals and anticipated support needs. Findings revealed little relationship between the postschool outcomes and support needs recorded on TPGs and the postschool outcomes and support needs expressed by students and parents during interviews. Although results indicated that most students and parents concurred that students with learning disabilities would need more support in their postschool lives than would young adults from the general population, there was little agreement regarding the types of supports needed. Data further showed that, although most students and parents expected professionals from adult service agencies to assist students after graduation, these professionals were rarely involved in the transition planning process. Results are discussed in relation to the nature of postschool support needed by young adults with learning disabilities, strategies that actively involve students and parents in the development of transition plans, and procedures by which compliance with the transition planning requirements of public laws can be monitored.
Vocational Education Enrollment Patterns of Females With Disabilities
Authors: Van Beaver Suzan M. , Kohler Paula D. , Chadsey Janis G.
Published: April 2008

The purpose of this study was to investigate the enrollment of students with and without disabilities in grades 9 through 12 in Illinois in (a) vocational education courses and (b) nontraditional vocational education programs. We sought to confirm prior research on the enrollment patterns of females with disabilities in vocational education (VocEd) and to extend it by examining their participation as nontraditional (NT) enrollees. Findings indicated that females with disabilities represented the smallest proportion of students enrolled in VocEd (2.9%), yet this proportion was slightly larger than their proportion of the general student population in grades 9-12. We also found that over 97% of females with disabilities enrolled in some type of vocational education course. Further, females with disabilities participated as NT enrollees at a slightly higher rate than females without disabilities, but at a lower rate than males with and without disabilities. Three percent or less of each student cohort were identified as NT enrollees. Across the four student groups, females with disabilities comprised the smallest proportion of NT enrollees. The implications of these findings for future research are discussed.
The Impact of Person Centered Planning on the Content and Organization of Individual Supports
Authors: Flannery K. Brigid , Newton Stephen , Horner Robert H. , Slovic Roz , Blumberg Richard , Ard William R.
Published: April 2008

Person Centered Planning (PCP) is an approach to designing support that is guided by the individual with disabilities (or his/her advocates) that receives support, builds from personal strengths and vision, and results in practical action plans. While PCP procedures have been advocated strongly and adopted widely, there is little empirical documentation of the impact of the approach on the quality of resulting plans or the perceived impact of support on the lives of people with disabilities. The present study provides an analysis of the impact that the use of PCP had with ten transition-age students receiving special education services. Interviews with eight educators and ten students/parents indicated that PCP training was associated with (a) increased use of PCP procedures, (b) increased number of written goals supported outside the school-time, (c) increased number of non-paid individuals scheduled to provide support, and (d) higher satisfaction with the planning process by educators and students/parents.
Increasing Employment Earnings: Extended Transition Services that Make a Difference
Authors: Izzo Margo Vreeburg , Cartledge Gwendolyn , Miller Larry , Growick Bruce , Rutkowski Susan
Published: April 2008

A pre-test-post-test control group design examined the effects of extending transition services beyond graduation on employment earnings of vocational students with disabilities. Specific transition services included: vocational assessment, agency contacts, Individualized Educational Program (IEP) meetings, extended vocational training, employability counseling, job club, job interview preparation, job development, and job coaching. The results indicated that youth who received extended transition services had significantly higher earnings for two years following the termination of services than youth who did not receive extended transition services. Through a follow-up survey conducted five years after intervention services ended, we found that youth who received extended transition services were significantly more likely to be employed or in a training program than those without extended transition supports. No significant experimental group differences emerged based on gender, race, or disability.
Transition from School to Adult Life: Critical Issues for Native American Youth With and Without Learning Disabilities
Authors: Ramasamy Rangasamy , Duffy Marylou , Camp Jimmy L.
Published: April 2008

In an effort to examine the transition status of Apache Native American school leavers, a 38-item survey collected information from 48 former students with and without learning disabilities. Students in these two groups were compared in the areas of school perception, employment status, independent living status, and social adjustment, which all have been identified previously in research as important to successful transition from school to adult life. The results indicated higher rates of unemployment and substance abuse, as well as longer periods of cohabitation in the parental residence for the students with learning disabilities than their peers without learning disabilities. Participants with learning disabilities also were less likely to live independently and earn at or above the minimum wage. Student perceptions of school concerning important course work to attain and keep employment were similar. Both groups of former students expressed general satisfaction with their lives. Results are discussed in light of their cultural implications for postsecondary education, employment, and independent living.
Training Needs of Paraprofessionals in Occupational Education Classes
Authors: Whitaker Susan D.
Published: April 2008

This study examined the prevalence of paraprofessionals in occupational education classes to assist students with disabilities, the need for training for these paraprofessionals, and the topics identified as most critical for training. The study involved surveying special education or transition coordinators in the 86 school districts in South Carolina and paraprofessionals in the occupational education classes. The results indicated that 50% of the school districts employed one or more paraprofessionals to assist students with disabilities in occupational education classes. Thirty-three percent of the districts that employed these paraprofessionals reported providing training although 94% of the coordinators and 93% of the paraprofessionals reported that training was needed. The coordinators and the paraprofessionals rated job coaching, behavior management, and knowledge of students with disabilities among the most needed areas of training.
Adult Education and Learning Disabilities
Authors: Price Lynda , Shaw Stan
Published: April 2008

Almost two generations have now reached adulthood since they were originally diagnosed with learning disabilities in the 1960's. This population continues to grow at a rapid pace as others are diagnosed after adolescence. The collective knowledge base concerning the complex issues of adults with learning disabilities, however, is still in its infancy. As a result, this article applies theories of adult education, as conceptualized by Malcolm Knowles, to best practices for adults with learning disabilities in vocational and academic settings. These concepts also are examined within the context of the lives of three adults with learning disabilities. These examples, including suggestions for transition, secondary, or postsecondary education, and career development, underscore the theme that learning disabilities are not just a "school-based" disorder. Instead, learning disabilities are a cluster of unique strengths and challenges that require on-going support and management from many professionals in many arenas throughout adult life.
The Transition to College for Students with Disabilities in New York State
Authors: Lukose Sara
Published: April 2008

This study assesses the services provided to students with disabilities in 30 postsecondary education institutions across New York State. The study determines the type and degree of assistance offered, and gauges how high school counselors could better serve college-bound students. Results indicated that while respondents urged high schools to encourage college-bound students to advocate for themselves, the most frequent types of service provided by colleges did not promote autonomy. Reasons for these findings are discussed and strategies for improving the school-to-college transition are suggested.
Conceptualizing the Contribution of Career-Oriented Schooling to Self-Determination
Authors: Eisenman Laura T.
Published: April 2008

Transition from school-to-work and self-determination are two important themes driving research and practice related to secondary education for students with disabilities. Although the value of career education, specific vocational experiences, and self-determination development is widely recognized, there is a need for research on the interplay of individuals' self-determination and new forms of career-oriented schooling introduced through general education in the last decade. In this paper, I discuss conceptual models and previous research that illuminate the complex and promising relationship between career-oriented schooling and self-determination for all students.
A Statewide Investigation of Individualized Transition Plans in Louisiana
Authors: Everson Jane M. , Dalun Zhang  , Guillory Joan D.
Published: April 2008

This article describes the results of a statewide investigation of Individualized Transition Plans (ITPs). The investigation reviewed 329 ITPs using an instrument developed by the Louisiana Statewide Transition Project. The instrument contained four sections: (a) demographics, (b) format of the transition services page, (c) Individual with Disabilities Education Act's (IDEA) definition of transition services and Louisiana's eleven suggested target areas for transition planning, and (d) valued practices described in current literature.
What We've Learned and Where We Go From Here
Authors: Williams Jane M. , O'Leary ED
Published: April 2008

The Individuals with Disabilities Education Act (IDEA) of 1990 requires that the Individualized Education Program (IEP) of each student with disabilities, beginning no later than age 16, contain a statement of needed transition services. Since 1992, the Office of Special Education Programs (OSEP) has monitored the implementation of the transition services provisions of the Act by those States and entities receiving IDEA-Part B monies. This article presents an analysis of the extent to which states and entities implemented the transition services requirements during the 1993-94 through 1996-97 monitoring cycles based on OSEP's monitoring reports. This study reviewed the status of implementation prior to the 1997 amendments to IDEA that added the requirements for a statement of transition service needs. This article offers recommendations for policy changes to ensure that students receive the required transition services consistent with IDEA's statutory and regulatory provisions.
Assistive Technology Barriers and Facilitators During Secondary and Post-secondary Transitions
Authors: Houchins David E.
Published: April 2008

This study identifies the technology barriers and facilitators as students with disabilities transition from secondary and post-secondary settings to adult life. Twenty-seven disability technology specialists from across the United States participated in a three round modified Delphi study. These specialists identified four top ten technology lists related to secondary and post-secondary transition issues including (a) facilitators when moving from secondary education to post-secondary settings, (b) barriers when moving from secondary education to post-secondary settings, (c) facilitators when moving from post-secondary settings to adult life, and (d) barriers when moving from post-secondary settings to adult life. Common themes include increasing professional knowledge, improving student self-determination, using best transition practices when using assistive technology, and establishing a technology infrastructure to support transition from school to post-secondary and adulthood settings.
TAKE CHARGE for the Future: A Controlled Field-Test of a Model to Promote Student Involvement in Transition Planning
Authors: Powers Laurie E. , Turner Alison , Westwood Dean , Matuszewski Jeanne , Wilson Roxanne , Phillips Amy
Published: April 2008

This study investigated the efficacy of an intervention model to promote student involvement in transition planning. The intervention included the coaching of youths in the application of student-directed planning skills to achieve transition goals, peer-based mentorship and parent support, and in-service education for school transition staff. An independent groups, repeated measures design was used to evaluate the impact of the intervention with 43 youth who experienced diverse disabilities. Results indicated that students in the treatment group demonstrated significant increases in their involvement in transition planning activities, empowerment, transition awareness, and level of participation in transition planning meetings compared with youths in the wait-list or control group. Implications of these findings are discussed and the need for additional research emphasized.
The Effect of Next S.T.E.P. Instruction on the Self-Determination Skills of High School Students with Learning Disabilities
Authors: Dalun Zhang
Published: April 2008

As an outcome of research and demonstration projects on self-determination for individuals with disabilities, a number of self-determination curricula have been developed in the past few years. However, the effect of self-determination instruction on student self-determination skills remains to be investigated. The present study examined the effect of the Next S. T.E.P. curriculum on self-determination skills of high school students with learning disabilities using an untreated control group design with pretest and posttest. Results indicated that the treatment group gained significantly more on measures of self-determination skills than the control group. Future research is needed to examine the long-term effect of self-determination instruction.
A Follow-Up Investigation of University Graduates with Learning Disabilities
Authors: Madaus Joseph W. , Foley Teresa E. , Mcguire Joan M. , Ruban Lilia M.
Published: April 2008

Limited research explores the outcomes of postsecondary graduates with learning disabilities (LD). We surveyed 132 graduates with LD of a large, public, competitive, postsecondary institution to determine information about current levels of employment, salary, postgraduate education, and self-disclosure rates in the workplace. Based upon a response rate of 67% ( n = 89), results indicated that graduates were employed at comparable rates and salaries to graduates from the institution at large and to graduates with LD described in similar studies. Levels of employment and salaries exceeded those described in previous studies of individuals with LD who did not graduate from postsecondary institutions. We also provide data on rates of postgraduate education obtainment, types of employment, and rate of employment self-disclosure.
Promoting Attainment of Transition-Related Goals Among Low-income Ethnic Minority Students with Disabilities
Authors: Taylor-Ritzler Tina , Balcazar Fabricio E. , Keys Christopher B. , Hayes Erin , Garate-Serafini Teresa , Ryerson Espino Susan
Published: April 2008

The Choices-in-Transition Intervention was designed to promote students' attainment of transition-related goals through person-centered goal-setting, help-recruiting skills training, and case management support. Participants were 41 low-income, predominantly ethnic minority high school students with disabilities. The study assessed the types of transition-related goals participants set and their goal attainment outcomes. In addition, the study assessed students' help-recruiting skill development, help-seeking behaviors, and the help received during goal pursuit. The researchers predicted that participants' help-recruiting skills would be positively related to their help-seeking behaviors, help-seeking behaviors would be positively related to the help students received, and receiving help would be positively related to students' goal attainment. Results revealed significant increases in students' help-recruiting skills. In addition, 34% of participants sought help with their goals, 90% received help with their goals, 85% met at least one of their goals, and predictions about helping were supported. Implications for transition services are discussed.
Educational Reform and the Delivery of Transition Services in South Africa: Vision, Reform, and Change
Authors: Engelbrecht Petra , Howell Colleen , Bassett Diane
Published: April 2008

This paper presents a description of the problems that individuals with disabilities in South Africa have experienced in accessing educational and support services in the transition from school to work. A majority of individuals with disabilities have been excluded from educational provision, and support services have been inadequate, inappropriately focused, and isolated from other mainstream transition initiatives. In redressing the inequalities of the past through a framework for equalizing opportunities, attention needs to be paid to overcoming previous imbalances and in redefining the discourse that has shaped the nature of service delivery for individuals with disabilities. This paper outlines the key changes that need to occur to create equal opportunities for individuals with disabilities to effectively transition from school to the world of work.
Comparison of Postsecondary Transitional Outcomes Between Students With and Without Disabilities by Secondary Vocational Education Participation: Findings from the National Education Longitudinal Study
Authors: Harvey Michael W.
Published: April 2008

This study used data from the National Education Longitudinal Study of 1988-1994 (NELS:88-94) to compare postsecondary outcomes between students with and without disabilities and participation in secondary vocational education. Differences in postsecondary outcomes are reported for four groups of students: (a) students with a disability who participated in vocational education in high school, (b) students with a disability who did not participate in vocational education in high school, (c) students without a disability who participated in vocational education in high school, and (d) students without a disability who did not participate in vocational education in high school. Students without a disability who did not participate in vocational education in high school are treated as the comparison group (reference category). Findings concerning predictor variables are reported and recommendations for practice and research in the area of transition are discussed in light of public policy and the new economy.
Connecting Student Outcomes with Transition Practices in Florida
Authors: Repetto Jeanne B. , Webb Kristine W. , Garvan Cynthia Wilson , Washington Tabitha
Published: April 2008

This study investigated the relationships between transition program characteristics and positive post-school outcomes by examining the transition services database compiled over the past seven years from all 67 Florida school districts and the Florida Education and Training Placement Information Program (FETPIP), a post-school outcome management system. The results revealed emerging trends that mirror best practices identified in the literature and support the need for further investigation of the relationship between transition program characteristics and positive post-school outcomes for individuals with disabilities.
Enhancing the Involvement of Rehabilitation Counselors in the Transition Process
Authors: Agran Martin , Cain Hal M. , Cavin Michael D.
Published: April 2008

Although rehabilitation counselors potentially play a vital role in the transition process, available data suggest that their participation has been limited. Based upon responses to two surveys, this study examined how and to what extent rehabilitation counselors participate in the transition process. One survey was sent to a sample of special educators, the other to a sample of rehabilitation counselors. The findings suggest that the role rehabilitation counselors serve is inadequate, exacerbated by the finding that many counselors are not being invited to transition planning meetings by school personnel, parents, or teachers. The implications of the findings are discussed, and recommendations for promoting better collaboration are suggested.
Teacher and Parent Practice on Fostering Self-Determination of High School Students with Mild Disabilities
Authors: Dalun Zhang  , Katsiyannis Antonis , Jiabei Zhang
Published: April 2008

Self-determination skills are important for students with disabilities to make a successful transition from school to work. Developing these skills, however, demands extensive time and effort by teachers and parents. This study investigated teachers' and parents' engagement in recommended practices for fostering self-determination skills of high school students with disabilities. Personal contacts were the means of data collection. Participants rated how frequently they engaged in each of eight behaviors that foster student self-determination. Fewer than half of the parents frequently engaged in the recommended behaviors, more than half of the teachers engaged frequently in most of the practices, teachers' ratings of their behaviors were higher than parents' ratings, and student demographic variables did not significantly affect participants' ratings. Recommendations for future studies and practices are offered.
Implementing Student-Led IEPs: Student Participation and Student and Teacher Reactions
Authors: Mason Christine Y , Mcgahee-Kovac Marcy , Johnson Lora , Stillerman Sandy
Published: April 2008

Greater student involvement in the Individual Education Program (IEP) and transition process has been advocated by many; however, teachers are unaware of the materials that can assist them in preparing students for this involvement, and many students continue to be left out of their own planning meetings. In this study, researchers implemented student-led IEPs with 43 high school students in a culturally diverse high school in a mid-Atlantic state. Interviews held with 35 (81%) of these students confirmed that they were able to describe the purpose and benefits of an IEP, their disabilities, and their rights. Observation of student participation in IEP meetings for five (12%) students verified that all of them participated throughout their IEP meetings. Observations indicated that the five students participated for 49 (98%) of 50 opportunities for involvement. Interviews with 10 general and special education teachers at that school further documented the value of this student involvement, particularly in increasing student self-confidence and self-advocacy.
Barriers to Successful Transition for Young Adults Who Receive SSI and Their Families
Authors: Schuster Jennifer L. , Timmons Jaimie Ciulla , Moloney Mairead
Published: April 2008

Abstrad. This study examined barriers to transition faced by young adults with disabilities receiving Supplemental Security Income (SSI) and their families. Interviews were conducted with 12 transition-age students and 10 of their parents/guardians. Obstacles to transition planning that were unrelated to the receipt of SSI included: (a) poor match between students' interests and current jobs; (b) perceived lack of partnership between families and schools; (c) impact of disability on employment, social supports, and continuing education; (d) preoccupation with the present and uncertainty about the future; and (e) financial constraints. Additional barriers associated specifically with receiving Social Security included (a) difficulty managing the receipt of SSI; (b) limited understanding of the relationship between work and SSI; and (c) unawareness of the supports available through the SSI system. The article concludes with a discussion of strategies to ease the transition planning process.
Test-Retest Reliability and Criterion Validity of a Motion Video, CD-ROM Program Designed to Allow Youth with Disabilities to Select Preferred Jobs
Authors: Morgan Robert L.
Published: April 2008

Consistent with person-centered planning and federal legislation, a video CD-ROM program was used to help youth with disabilities identify their job preferences. The program was administered to 56 participants at 60-day intervals. Results indicated that selections of general work conditions were highly consistent whereas selections of specific job choices were slightly less consistent. Validation procedures consisted of comparing the video CD-ROM program to the Reading-Free Vocational Interest Inventory - Second Edition (RFVII : 2) (Becker, 2000). The video CD-ROM program selections did not correlate highly with the RFVII: 2 selections. However, they correlated highly with general interest areas (i.e., occupational sample areas) of the RFVII: 2. The study represents an initial attempt to evaluate the reliability and criterion validity of the video CD-ROM program.
Preparing Teachers for the Transition of Students with Disabilities Through Community-Based Instruction
Authors: Kamens Michele Wilson , Dolyniuk Chrystina A. , Dinardo Paulette
Published: April 2008

Increasing demand for effective transition programs for individuals with disabilities has created a need for more comprehensive teacher preparation. Community and service learning experiences may be effective ways to accomplish this task. This article describes the planning and implementation of an on-campus transition project for students with disabilities and its impact on preservice teachers who participated in the project as job-sampling mentors. Data sources included university student journals, instructor field notes, course assignments, and open-ended questionnaires. Emergent themes indicated that university students gained new expectations of individuals with disabilities, became more aware of attitudes toward and treatment of individuals with disabilities, supported the benefits of first hand experience, and learned ways to teach individuals with disabilities. The perspectives of the university instructor and implications for teacher preparation programs are discussed.