bluuebunny/crossref_metadata_2025 huggingface dataset:
What's Happening in Personnel Preparation in Transition? A National Survey
Authors: Anderson Douglas , Kleinhammer-Tramill P. Jeannie , Morningstar Mary E. , Lehmann Jean , Bassett Diane , Kohler Paula , Blalock Ginger , Wehmeyer Michael
Published: April 2008

The availability of professionals trained to design and deliver transition services is important to implementing the federal mandate for transition services. Yet, there is limited information available on the state of the nation with regard to personnel preparation in transition. To address this lack of information, a national survey of colleges and universities was conducted to determine (a) which transition-related competencies are considered to be most important and (b) how much instructional time is devoted to transition content. Responses received from a total of 573 institutions of higher education across the United States and Puerto Rico indicated that administrators and faculty appear to be attending to transition issues.
Building Transition Capacity Through Personnel Development: Analysis of 35 State Improvement Grants
Authors: Kochhar-Bryant Carol
Published: April 2008

This article reviews the State Improvement Grants (SIGs) authorized under IDEA 1997 to provide funding to State Educational Agencies in achieving systemic reforms. A report of the first 35 SIG applications reviewed in early 1999 is summarized in this review. The emphasis was to analyze the status of transition service delivery and personnel development needs in states and personnel development strategies initiated under the SIGs to address transition needs. Implications for transition and systemic change are also discussed.
Policy Contexts for Transition Personnel Preparation: An Analysis of Transition-Related Credentials, Standards, and Course Requirements in State Certification and Licensure Policies
Authors: Kleinhammer-Tramill P. Jeannie , Geiger William L. , Morningstar Mary
Published: April 2008

This article provides a state-by-state analysis of state certification/licensure policies regarding transition. Twelve states were found to have licensure, certification, or endorsement options for Transition Specialists, Vocational Special Needs, Vocational Education, or Rehabilitation Counselors focusing on special education transition. Twenty-four states have transition-relevant standards for one or more of the areas in which special education credentials are available, and 14 states specify coursework requirements in transition for one or more of the areas in which special education credentials are available. Some states require teachers of students with disabilities to meet transition-relevant standards for some special education areas (e.g., high incidence disabilities) but not for others (e.g., low incidence or sensory disabilities).
The Need for Comprehensive Personnel Preparation in Transition and Career Development: A Position Statement of the Division on Career Development and Transition
Authors: Blalock Ginger , Kochhar-Bryant Carol A. , Test David W. , Kohler Paula , White Warren , Lehmann Jean , Bassett Diane , Patton Jim
Published: April 2008

This paper presents the Division on Career Development and Transition's position statement on preparing personnel in transition. The statement is organized into four sections: (a) the broader context for transition personnel preparation; (b) what should be taught: core content in personnel preparation; (c) recommendations for personnel preparation programs; and (d) implications for educational policy, practice, and future research.
Students with Disabilities in Youth Apprenticeship Programs: Supports and Accommodations
Authors: Mooneyand Marianne , Scholl Linda
Published: April 2008

This article presents findings from a three-year research study looking at the experiences of students with disabilities who participated in the Wisconsin Youth Apprenticeship program. Specifically, we examined the provision of supports and accommodations. Using in-depth interviews with former program participants and stakeholders and document analysis of participants' school records, the authors discuss type and extent of supports provided to youth apprentices and adequacy of those supports for ensuring students could successfully complete the program. Researchers also examined the perceptions and practices of youth apprenticeship coordinators and instructors concerning accommodation of youth with disabilities in the program. Results suggest a need for stronger and more systematic planning for providing supports and accommodations within youth apprenticeship programs.
Expanding Career Options for Young Women with Learning Disabilities
Authors: Lindstrom Lauren E. , Benz Michael R. , Doren Bonnie
Published: April 2008

Young women with disabilities often achieve poor post-school employment outcomes and experience limited career opportunities. Case study methods were utilized to examine the major barriers and facilitators to career choice for young women with learning disabilities who graduated from high school and entered the workforce. Key variables that influenced career choice included (a) gender roles, (b) disability, (c) family and childhood experiences, (d) early work experiences, and (e) career exploration and counseling. Participants who had a solid foundation of employment experiences coupled with opportunities to explore and refine career goals were more likely to enter post-school employment related to their interests and goals.
A Survey of the Types of Data Collected by Transition Teachers
Authors: Test David W. , Eddy Steven E. , Neale Melia , Wood Wendy M.
Published: April 2008

We conducted a survey to determine the types and frequency of student performance, consumer satisfaction, and post-school outcome data collected by teachers in transition classrooms. A 29-item questionnaire was completed by 280 teachers identified by their principals as teaching the North Carolina Occupational Course-of-Study. Results indicated that the majority of teachers collected student skill performance and maintenance data on a regular basis, but most did not collect consumer satisfaction or post-school outcome data. Findings are discussed in terms of implications for practice and future research.
Teaching Middle-School Students with Disabilities to Use an IEP Template
Authors: Konrad Moira , Test David W.
Published: April 2008

An emerging research base is documenting successful participation in the IEP process among students with disabilities. However, research to date has included primarily high-school students and has not focused on encouraging students to actually write IEP drafts. In the present study, we examined the effects of an IEP writing intervention on the ability of 7 middle-school students with high-incidence disabilities to write drafts of their own IEPs. We measured the primary dependent variable by having students complete an IEP template, scored using a rubric. Data were also collected on students' knowledge of the IEP process and their satisfaction with the intervention procedures used. Results indicated a functional relationship between Template instruction and increases in completeness of Template responses for all 7 participants.
Giving Voice to Students with Disabilities Who Have Successfully Transitioned to College
Authors: Webster Deborah Durham
Published: April 2008

A qualitative study, using the journals of 22 university students with disabilities, was conducted in order to learn more about their transitioning process and success in college. Findings include identification of the skills, abilities, and knowledge that college students with disabilities perceived as contributing to their transition to and success in college. The following major themes were identified. College students with disabilities (a) are insightful and reflective regarding their transition and postsecondary needs, (b) are college students first and foremost, (c) want and need access to disability-related knowledge, (d) want opportunities to develop the skills necessary to become self-determined adults, and (e) need opportunities to explore boundaries. If students with disabilities are to receive the kinds of educational opportunities and supports they deem important, more emphasis must be placed on person-centered planning toward self-determination.
Secondary Students' Involvement in Their IEP Meetings: Administrators' Perceptions
Authors: Martin James E. , Greene Barbara A. , Borland Brian J.
Published: April 2008

Secondary administrators in one southwestern state answered a 10-question web-based survey about student preparation for and involvement in their IEP meetings. Almost half of the 456 building-level special education administrative contacts who received our e-mail request completed the survey. Administrators reported that their schools teach students about their disability, invite them to their IEP meetings, encourage their participation at IEP meetings, and solicit student opinions during the meetings. Few administrators expected students to lead their own IEP meeting. Responses differed by administrative role. Principals answered questions differently than special education directors and special education teachers working part-time as administrators. The administrators' perceptions of student involvement differed from the results of direct observations of secondary IEP meetings.
An Analysis of Transition in Five Introductory Special Education Textbooks
Authors: Rice Nancy , Owens Laura
Published: April 2008

This article reports on the findings of a review of five introductory special education textbooks to identify the presentation of six transition-related concepts: self-determination, self-advocacy, employment, postsecondary education, community participation, and residential options. While all of the textbooks presented information on transition, the amount and type of coverage varied. Two textbooks discussed transition from a more global perspective, whereas the other three presented more specific, instructionally related information. Some of the textbooks tended to reinforce stereotypical post-school outcomes for students with learning, emotional, and cognitive disabilities. Based on these findings, given that an introductory special education course is often students' only exposure to transition-related concepts, instructors must supplement textbooks with additional information.
Perspectives on Transition Practices
Authors: Dalun Zhang  , Ivester Joy G. , Chen Li-Ju , Katsiyannis Antonis
Published: April 2008

Effective transition programming is a crucial component in ensuring that individuals with disabilities receive an appropriate education. The current study addressed transition practices as viewed by special education lead teachers and district-level transition personnel in South Carolina. These individuals reported their various responsibilities. They also reported that teacher, parent, and student participation in transition planning meetings ranged from 82% to 89% and that the majority of schools offered school-based work experiences as well as an array of other school-based functional learning opportunities. Transition personnel rated their district's transition services better than the lead teachers did. The study also found that schools addressed certain areas of the transition process better than others. Several areas of transition services were not adequately addressed and need to be strengthened, including supported employment, advocacy and legal services, medical services management, community residential life, and approaches to providing life skills and functional skills instruction in relationship to state standards.
Mandates and Effective Transition Planning Practices Reflected in IEPs
Authors: Powers Kristin M. , Gil-Kashiwabara Eleanor , Geenen Sarah J. , Powers Laurie E. , Balandran Julie , Palmer Catherine
Published: April 2008

In this study, the researchers analyzed the transition components of 399 Individualized Education Programs (IEPs). In many cases, transition goal areas mandated by the 1997 amendments to the Individuals with Disabilities Education Act (IDEA) either were not addressed or were inadequately detailed. Effective practices, such as career planning and self-determination enhancement, were not incorporated within most plans, and the study indicated that students frequently were solely responsible for carrying out action steps to achieve their transition goals. Race and gender were not significant determinants of plan quality; however, disability type, projected diploma type, and district residence were associated with variations in transition planning activities. The authors discuss the implications of the findings relative to enhancing student preparation for adult life as envisioned by the 2004 reauthorization of IDEA.
Teaching Self-Determination to Students With Disabilities
Authors: Thoma Colleen A. , Williams Jane M. , Davis Nicole Jolie
Published: April 2008

This article describes results of a literature review of articles addressing self-determination published in 24 journals between 1995 and 2002. The purposes of the study were to (a) identify professional journals most likely to contain articles on self-determination useful to teachers, and (b) categorize the articles to help teachers locate information related to the instructional needs of their students. Results indicated that the majority of articles published on self-determination were located in four research-oriented or disability-specific journals. Few articles were published in practitioner-oriented journals or provided information to teachers regarding educational practices to help students acquire the core component skills of self-determination. Implications for teaching self-determination to students with disabilities are provided.
Description and Evaluation of a University-Based Transition Endorsement Program
Authors: Flexer Robert W. , Baer Robert M.
Published: April 2008

In this article, the authors describe the implementation and evaluation of a graduate-level transition endorsement program for transition specialists in Ohio. This program was based on the Council for Exceptional Children (CEC) standards for transition specialists that were adopted by Ohio. The Kent State transition endorsement was delivered through four Web-based courses, one on-campus summer course, and a practicum. Competency self-ratings were significantly different pre—post, and program participants indicated good to very good knowledge and skill on transition competency domains. Focus group responses suggested that participants' roles and activities were affected positively. The authors recommend further research on how this kind of preparation might improve the delivery of transition services.
A Map of the Intervention Literature in Secondary Special Education Transition
Authors: Alwell Morgen , Cobb Brian
Published: April 2008

The intervention-based literature that has appeared in the past 20 years in the field of secondary special education transition is reviewed. Published and unpublished original research studies that were written in English and whose sample was secondary-age youth with disabilities were acquired through the use of typical library electronic search processes, hand searches, and other techniques to identify and access the widest literature set possible. Using a standardized coding protocol, this literature set is described in terms of its interventions, outcomes, sample features, study contexts, and methodological features. The final literature set of 164 studies is tabulated according to six intervention areas: transition planning, vocational/employment preparation, social skills, self-determination, life skills curricula, and counseling.
The Evolution of Career, Vocational, and Transition Assessment
Authors: Leconte Pamela J.
Published: April 2008

The content and processes of career, vocational, and transition assessment have necessarily changed as transition planning and programming have become more definitive and sophisticated. These assessment processes are intended to contribute meaningful information to the newly required Summary of Performance for transitioning youth with disabilities. In this article, the author explores promising methods for using assessment results to develop and implement transition plans and services. She traces the historical origins of transition assessment and presents two theoretical orientations. The author also discusses the transformative use of assessment for transition, as well as interpretations of legislation and how they can shape assessment services. Finally, she explores the content and processes of transition assessment in relation to common pathways for achieving educational, career, and transition success.
What Key Information Can Be Included in a Comprehensive Summary of Performance?
Authors: Madaus Joseph W. , Bigaj Stephen , Chafouleas Sandra M. , Simonsen Brandi M.
Published: April 2008

The newly reauthorized version of IDEA, the Individuals with Disabilities Education Improvement Act of 2004, requires that school districts provide students who graduate or exceed age eligibility for special education with a Summary of Performance (SOP). The SOP should contain a summary of the student's academic achievement and functional performance and provide recommendations on how to assist the child in postsecondary environments. In this article, the authors present a range of assessment data—both formal and informal—that is likely available in a student's file to incorporate into a comprehensive SOP document. They use the template developed by The National Transition Documentation Summit to organize their comments and recommendations.
The Student-Directed Summary of Performance
Authors: Martin James E. , Van Dycke Jamie , D'Ottavio Marilyn , Nickerson Kim
Published: April 2008

Best transition practice engages students in the transition planning process. Several Division on Career Development and Transition position papers call for increased opportunities to enable students to learn self-determination skills by actively participating in and perhaps leading their transition planning meetings. Research has demonstrated improved academic and postschool outcomes for students with increased student self-determination skills. The student-directed summary of performance (SD-SOP) provides an opportunity for students to become engaged in their transition planning process. Special educators can use the SD-SOP to increase the awareness of students regarding their disability, provide a means for students to understand the results of transition assessment data, and obtain useful supports. Examples of student-directed summary of performance forms are presented, along with a discussion of how they can be completed and put into practice.
Performance on Exit Exams by Students With Disabilities
Authors: Zhang Dalun , Katsiyannis Antonis , Kortering Larry J.
Published: April 2008

This study examined the results of students with disabilities participation in statewide exams reported by public schools in North Carolina from 2000—2001 to 2003—2004. Results included (a) students without disabilities significantly outperformed their peers with disabilities in each of four content areas (English 1, Algebra 1, Biology, and Physical Science); (b) among the four disability groups, students with learning disabilities (LD) and other health impairments (OHI) had comparable performance levels as both groups consistently outperformed peers with emotional/behavioral disorders (E/BD) or educable mental disabilities (EMD); (c) all groups showed measurable rates of improvement over the 4 years on the English 1 and Physical Science tests; and (d) students from economically advantaged school districts demonstrated significantly higher rates of success.
Culturally Diverse Parents' Experiences in Their Children's Transition
Authors: Jo Landmark Leena , Zhang Dan Dalun , Montoya Linda
Published: April 2008

Despite the benefits of parental involvement in a student's transition planning process, the reality is that parents of students with disabilities are often not adequately involved. This problem is particularly salient with regard to culturally diverse parents. The purpose of this study was to gather in-depth information about parents' experiences in the transition planning process. Nineteen African American, Asian American, European American, and Hispanic parents of 19 high school students with disabilities were interviewed by telephone regarding their knowledge and involvement in their children's transition planning process. Emergent themes included a lack of knowledge regarding transition planning, the importance of attending Individualized Education Program and transition meetings, the importance of employment, the importance of home support, and parental emotions as barriers.
An Investigation of Transition Practices for Middle School Youth
Authors: Weidenthal Corinne , Kochhar-Bryant Carol
Published: April 2008

The Individuals with Disabilities Education Improvement Act of 2004 (IDEIA 2004) shifted the requirement to initiate transition services from age 14 back to age 16, a change with significant implications for middle school students with disabilities transitioning into high school. This study, based on practices under the Amendments to IDEA 1997 regulations, employed a survey and open-ended interviews to investigate transition practices of special education teachers who instructed eighth- and ninth-grade adolescents with learning disabilities (LD). The study focused on (a) student participation at Individualized Education Program (IEP) meetings, (b) strengths considered in IEP development, and (c) transition service needs focusing on a course of study. Findings demonstrated the significance of self-determination training and its application in the IEP process by the age of 14; reliance on assessments of students' strengths and needs, which include informal measures and information from family members; and teachers' support for long-range, coordinated transition planning for students beginning no later than middle school.
Strategies for Improving Career Services for Postsecondary Students With Disabilities
Authors: Roessler Richard T. , Hennessey Mary L. , Rumrill Phillip D.
Published: April 2008

Improved career services in postsecondary education are needed if students with disabilities are to experience greater success in acquiring and maintaining employment following college graduation. In this study, postsecondary students with disabilities, faculty members, and student personnel professionals responded to results from a student survey that identified the strengths and weaknesses in career services at colleges and universities. In a series of focus groups, these stakeholders recommended 114 specific strategies clustering in the following five categories of an action agenda: (a) information, (b) research, (c) services and curriculum, (d) self-advocacy and self-determination, and (e) involvement of key stakeholders.
Research Translated into Practices for Increasing Student Involvement in Transition-Related Activities
Authors: Lehmann Jean P. , Bassett Diane S. , Sands Deanna J. , Spencer Karen , Gliner Jeffrey A.
Published: April 2008

This article describes an empirical investigation of the process and outcomes associated with research-to-practice strategies in three schools during a three and a half-year project. The three interrelated phases of the process were (a) the establishment of an empirical foundation, (b) the design and implementation of school-based interventions, and (c) the evaluation of the effectiveness of the interventions. Findings from each phase are described. The benefits and limitations of research-to-practice strategies as a means to improve practices in local schools is discussed. The critical role of ongoing evaluation throughout the process of translating research into practice also is discussed.
Enhancing the Career Exploration and Job-Seeking Skills of Secondary Students with Disabilities
Authors: Farley Roy C. , Johnson Virginia Anne
Published: April 2008

This study examined student outcomes from a career exploration and job-seeking skills instructional program designed and validated for use in special education programs in secondary education settings. Instruction was designed to address specific behaviors associated with (a) career exploration (vocational self-awareness, vocational decision-making confidence, and career decisiveness) and (b) job-seeking (completing job application forms and performing in a job interview). A state special education department, a university rehabilitation research and training center, and special education programs from two school districts coordinated resources to develop and evaluate the instructional program. Study results provide support for utilization of the program with secondary students with disabilities. Experimental group students demonstrated better vocational decision-making confidence and career decisiveness, and performed better completing a job application and in a simulated employment interview.
Acquisition and Generalization of Functional Words in Community Grocery Stores Using Videotaped Instruction
Authors: Kyhl Rebecca , Alper Sandra , Sinclair Thomas J.
Published: April 2008

The purpose of this study was to investigate the efficacy of videotaped instruction for acquisition and generalization of functional sight words used in a community grocery store. The participants were three young adults with mental retardation who attended a public high school. The young adults were taught sight words using videotaped instruction in school. Generalization and maintenance were assessed in a community grocery store. Using a multiple baseline across participants design, the intervention was demonstrated to be effective in fostering acquisition of functional words in the classroom, as well as generalization to the community site. Results were maintained after a 5-month follow-up period. Advantages of videotaped instruction for practitioners were discussed and include (a) more efficient use of teacher time, (b) increased opportunities to review and practice, (c) bringing the natural setting into the classroom, and (d) reliability of training. Future research needs include replications in a variety of other community settings, across types and degrees of disabilities, and across skill areas. The need to explore the efficacy of videotaped instruction for teaching comprehension of functional sight words is also discussed.
The Effect of Coworker Instruction on the Integration of Youth in Transition in Competitive Employment
Authors: Storey Keith , Garff Jennifer T.
Published: April 2008

We examined the effectiveness of coworker instruction, a natural support strategy, in improving the integration of youth with disabilities in transition in a competitive employment setting. The intervention consisted of two phases: (a) teaching coworkers without disabilities instructional skills, and (b) having them then teach the students with disabilities a new job task. Coworkers without disabilities were taught the instructional procedures of verbal instructions, modeling, practicing the step with corrective feedback, praise, and quality control checking. Integration data were collected using direct observation, social validation, and global measures. The results demonstrate that the intervention strategy increased the social integration of the students with disabilities.
Enhancing the Implementation of the Transition Requirements of IDEA: A Report on the Policy Forum on Transition
Authors: Destefano Lizanne , Heck Daniel , Hasazi Susan , Furney Katherine
Published: April 2008

As part of an effort to understand the impact of context and policy characteristics on implementation and outcomes, a Policy Forum on Transition was held in Washington, D.C. in September, 1997. Participants were selected to represent knowledgeable and effective policymakers, administrators, direct service providers, parents, and advocates at local, state, and regional levels. They also represented regular education, special education, rehabilitation, and the School-to-Work Initiative. The participants addressed the above goals and made recommendations in the following areas: (a) considering transition as a Pre-K through 16 issue; (b) promoting schools' responsibility for all students; (c) cultivating leadership; (d) working effectively with students and families; (e) addressing issues of collaboration and the holistic nature of transition; (f) appreciating local contexts; and (g) continuing research and dissemination. Although the focus of the forum was on secondary transition, the issues identified have much broader implications for special education, general education, and the community as a whole.
Faculty and Instructor Perception of Disability Support Services and Student Communication
Authors: Szymanski Edna Mora , Hewitt Gordon J. , Watson Elizabeth A. , Swett Elizabeth A.
Published: April 2008

The purpose of this study was to describe perceptions of the importance of disability support services and expectations of disability verification and student communication. Participants were 240 faculty and 119 instructional academic staff at a large midwestern research university. Specific disability support services were found to be at least somewhat important with most being at least moderately important. Formal verification of disability was found to be more important for students with learning and psychiatric disabilities than for students with physical and sensory disabilities (p < .001). Although direct communication was considered important for all students, it was more important for students with psychiatric disabilities than for those with learning (p < .001) or sensory disabilities (p =.001).
Introduction to Technology in Transition
Authors: Fisher Sherrilyn K. , Gardner J. Emmett
Published: April 2008

The recent changes in legislation concerning technology and transition have brought the two fields into national attention. New thinking by professionals, parents, and students about the application of technology is now required by the fact that (a) technology must be considered in every individualized education plan, (b) students are to receive services to enable them to be educated in the regular curriculum to the maximum extent possible, and (c) related services (including assistive technology) are to be considered as part of students' transition plans. This article explores an integrated approach to technology and transition in historical and current perspectives, and provides an introduction and philosophical base for the articles which follow in this special issue.
A Framework for Aligning Technology With Transition Competencies
Authors: Blackhurst A. Edward , Lahm Elizabeth A. , Harrison Elizabeth M. , Chandler Wanda G.
Published: April 2008

We describe a model that can be used as a framework to guide decision-making about the use of technology to facilitate the development of competencies that people with disabilities need in order to make a successful transition from school to various adult environments. Legal mandates associated with the provision of transition services and technology are described. Types of technology and the technology continuum are explained. Examples of technology applications to facilitate competencies in seven areas of human function that cut across different adult environments are provided. Several on-line sources of information about technology that can be used to support competencies needed for successful transition are provided. Implications are drawn for the use of the framework by those involved in planning and delivering transition services.
Computer-Supported Studying: Stories of Successful Transition to Postsecondary Education
Authors: Anderson-Inman Lynne , Knox-Quinn Carolyn , Szymanski Mark
Published: April 2008

This paper describes the use of "computer-supported studying" as an approach to helping students with disabilities develop and apply skills needed for successful transition from secondary to postsecondary education. The paper provides vignettes of three students with learning disabilities who participated in one of three federally funded projects designed to research the impact of computer-supported studying on student retention and academic achievement. Each vignette describes the way in which technology was used to minimize the negative impact of the student's disabilities and build upon the student's learning strengths. Results revealed that students who successfully adopted a computer-supported approach to studying also successfully adapted to the instructional demands of postsecondary education. Results are interpreted in terms of the literature on cognitive strategy instruction as well as the literature on social constructivism.
Transition and Assistive Technology Planning with Families Across Cultures
Authors: Parette Phil
Published: April 2008

Effective assistive technology transition planning for adolescents and adults with disabilities cannot occur without careful consideration of family and cultural factors. Using the language of the IDEA, the position is taken that successful transition planning requires family participation, consideration of the communication needs of adolescents and young adults with disabilities, and decisions regarding which assistive technology devices and services are required. A range of issues is explored pertaining to transition planning, including (a) independence for the adolescent or young adult desired by the family, (b) rules of acceptance, (c) needs for information, (d) changes in family routines, and (e) family and child life experiences. The importance of related assistive technology issues to training is discussed with particular emphasis on dimensions of relevance and specificity, family and cultural sensitivity, duration and intensity, and user-friendliness.
Video-based Simulations: Considerations for Teaching Students with Developmental Disabilities
Authors: Wissick Cheryl A. , Gardner J. Emmett , Langone John
Published: April 2008

The use of video-based multimedia simulations for teaching functional skills to persons with developmental disabilities remains an unexplored application of technology for this group. This article examines the historical literature in this area, and discusses future considerations, design issues, and implications of using multimedia simulations. Implementation issues are presented, and suggestions regarding design, development, and application of multimedia simulations are offered. Considerations address the importance of appropriate role modeling and the combination of video-based simulation and in vivo training to foster generalization and maintenance in the context of transition to the real world.
Technology Infusion: Preparing Teachers for Transition Services Through Web-based Cases
Authors: Smith Sean Joseph , Jones Eric D.
Published: April 2008

To support the integration of technology in the K-12 special education classroom, teacher preparation programs must infuse technology across existing special education curricula. The purpose of this article is to provide a discussion and illustration of the possibilities for using microcomputer technologies and Internet access to enhance teacher education in transition-related issues. The article discusses the development of microcomputer applications for teacher preparation and proceeds with a description how transition-related curricula can be enhanced through multimedia web-based technologies. An online module using case-method instruction will be described, which is designed to help current and future teachers and school-to-work transition specialists confront issues and problems related to the transition of students with special needs to the postsecondary environment. The transferability of instructional programming to other teacher preparation situations and other cases studies is also discussed.
Visual Enhancements: Improving Deaf Students' Transition Skills Using Multimedia Technology
Authors: Davis Cheryl D.
Published: April 2008

The very nature of deafness demands a visual orientation for the student to access information. Over the past 20 years, educational multimedia technology has developed at a rapid pace, from Beta and VHS videotape to CD-ROM and DVD. Recent developments in technology provide considerable potential in delivering high-quality visual access to information and multimedia instruction for deaf sign language users that was never before feasible. This article identifies a variety of considerations in using multimedia products to instruct the deaf learner and describes the pros and cons of a using a variety of media in the context of several multimedia projects.
The Ineffectiveness of Location Incentive Programs
Authors: Schwartz Dafna , Pelzman Joseph , Keren Michael
Published: April 2008

Many countries use location incentives programs to attract investment into a recipient country as a whole or to priority regions, with the goal of promoting growth. The authors focus on two cases, both involving location-related incentives programs, one to shift resources to disadvantaged regions within a country (Israel) and the other to shift investment flows from the United States to a possession (Puerto Rico). In both cases, the programs led to increased employment in the short run but did not alter the fundamental economic problems of these areas. The authors show that there is a governmental failure in their operation of location-related incentives programs and that these governments find it difficult to discontinue incentive programs once they have been introduced.
Overhauling and Revitalizing Federal Economic Development Programs
Authors: Markusen Ann , Glasmeier Amy
Published: April 2008

Although federal economic development has fallen on hard times in the past decade, it remains important, especially in rural areas. In addition, the federal government can play key regulatory roles. We review the still powerful case for place-based approaches but argue that a number of program and policy reforms are pressing. Programs should place greater emphasis on human capital than they have and should explore the potential for consumption base strategies. Incentive competition should be regulated nationally. Greater coordination of economic development strategies across federal agencies is badly needed, and Congress should explore blocking up federal funding regionally. Better targeting and performance standards should be implemented and changes in crude place-based eligibility explored. Finally, rigorous and relevant evaluation research should be methodically undertaken, the results disseminated, and programs subsequently redesigned. We believe that these reforms can revitalize the practice of federal economic development and invigorate political support for it.
A Cautious Look Into Reconfiguring Federal Economic Development Programs
Authors: Finkle Jeffrey A.
Published: April 2008

The current state of federal economic development programs needs to be renovated in order to improve efficiency and limit bureaucratic barriers. As it now stands, each year economic development programs are liable to face significant funding cuts or possible elimination. In this response article, Jeffrey Finkle, President and CEO of the International Economic Development Council (IEDC), highlights the obstacles in how economic development programs are currently delivered and what mechanisms must be employed to create an environment that fosters these programs that are significant in communities across the country.
Opportunities for Economic and Community Development in Energy and Climate Change
Authors: John DeWitt
Published: April 2008

Climate change is an economic development issue, not just an environmental issue. Private businesses have begun to invest heavily in low-carbon technologies, but market imperfections, including uncertainties about new technologies, mean that public dollars will also be required. Billions of public dollars will be available from auctions of emissions allowances for research and development, deploying low-carbon energy technologies, changes in public infrastructure, and adaptation. A distributed approach, with state, local, and federal economic and community development agencies playing important roles, could ensure wiser investments of public resources.
An Effective Overhaul of Federal Economic Development Policy
Authors: Drabenstott Mark
Published: April 2008

Markusen and Glasmeier propose an intriguing overhaul for federal economic development policy. Many elements of their prescription are badly needed. However, their remedy does not fully embrace a conclusion that much of the rest of the world has reached—that economic development policy is about helping “regions” compete in the global economic race. The secret to overhauling federal economic development policy, therefore, probably lies in positioning federal policy to supply the ingredients most essential to competitive regions. Four ingredients appear to be especially important going forward: strategy, governance, innovation, and entrepreneurship.
Measuring the Connection Between Workforce Development and Economic Development
Authors: Harper-Anderson Elsie
Published: April 2008

Scholars, practitioners, and policy makers have all called for greater connectivity between workforce development and economic development to more efficiently connect people to jobs and improve regional competitiveness. Economic and policy changes of the last decade have created a fertile environment for collaborative models of achieving workforce and economic development goals simultaneously. Employing survey results from 170 workforce administrators across the United States, the author uses regression analysis to examine the factors that influence connection and to understand the relationship between this connection, the use of sector-based strategies, and development outcomes. The results suggest that connectivity is increasing and has a positive influence on the use of sector-based strategies. In addition, both the level of connection and the use of sectors have significant influence on achieving desired outcomes. Understanding and enhancing the strategic linkage across the two functions are critical for connecting people to jobs and building strong economies.
Repurposed Federal Economic Development Programs
Authors: Singerman Phillip
Published: April 2008

Markusen and Glasmeier offer a policy-driven road map for a restructured and revitalized federal role in economic development for the federal Economic Development Administration (EDA). A review of EDA's history and a survey of similar programs suggest that, in addition, long-term political sustainability requires program appropriations specific as to amount, finite as to duration, and appropriate as to the level of economic distress. EDA should (a) substantially increase funding and expansion of the local planning and technical assistance network; (b) enhance relationships with state governments; (c) rebuild the agency's regional and state office infrastructure; (d) focus the national office on a robust role in research, evaluation, demonstration, and dissemination; (e) allocate major funding for significant national problems such as out-sourcing, public infrastructure replacement, and climate change transition; and (f) provide a hold-harmless funding component for traditionally distressed communities.
Norm Enforcement in Heterogeneous Groups
Authors: Horne Christine
Published: April 2008

Research shows that two factors are important for norm enforcement in homogeneous groups — the consequences of an individual's behavior for group members and the interdependence of those members. I extend existing theory to make predictions about norm enforcement in heterogeneous groups. Predictions for both homogeneous and heterogeneous groups are tested using experimental methods. The findings show that, in homogeneous groups, the two causal factors interact to affect both enforcement and compliance with social norms. In heterogeneous groups, they lead isolated minorities to enforce majority norms but not follow them, and they encourage majorities to follow norms but not enforce them.
A Family Affair
Authors: de Ruijter Esther , van der Lippe Tanja , Raub Werner , Weesie Jeroen
Published: April 2008

This study focuses on co-working by intimate partners and other family members in entrepreneurs' businesses. We hypothesize that co-working by family is beneficial because it reduces trust problems associated with employment relations. On the other hand, co-working is risky because co-working family members may lose income from, and their investments in, the business in the case of bankruptcy or, specific to co-working partners, in the case of separation. Using data from the survey Households in the Netherlands 1995 ( N = 137 entrepreneurs), we find that more trust problems, indicated by monitoring problems and one-sided dependence, indeed increase co-working by partners and family. Monitoring problems influence co-working by partners, while one-sided dependence influences co-working by family members. We also find that married partners are more likely to co-work than cohabiting partners. Bankruptcy risks are associated with the likelihood of co-working, although the direction of causality remains unclear for the effects of bankruptcy risks.
Agent Behavior Between Maximization and Cooperation
Authors: Ebenhöh Eva , Pahl-Wostl Claudia
Published: April 2008

Evidence from economic experiments often shows a pattern of individual choice behavior that can be classified into three categories. One category comprises maximizers, another cooperators, and the third comprises waverers with quickly changing behavior due to changing circumstances and recent experiences. In this article the focus lies on the third category consisting of subjects not decided for one extreme but waiting for indications from others' behavior to make their own choice. This group can be drawn into mutual cooperation or mutual defection. It is this meta-stable behavior resulting from social embeddedness that causes most social systems to be inherently unpredictable. Theories of utility maximization and its extensions with fairness or other-regarding behavior fail to explain this meta-stability, because they omit social embeddedness. In this article we present a model of agent behavior in one-sided and two-sided gift giving settings that includes this wavering behavior, drawing on the theory of Ostrom (2004).
Entre Dos Mundos/Between Two Worlds: Youth Violence Prevention for Acculturating Latino Families
Authors: Smokowski Paul R. , Bacallao Martica
Published: April 2008

Objective: This study evaluated the efficacy of Entre Dos Mundos/Between Two Worlds (EDM) prevention for Latino adolescents. Method: In an experimental trial to compare implementation formats, 41 Latino families were randomly assigned to EDM action-oriented skills training groups, and 47 families were randomly assigned to unstructured EDM support groups. Both groups addressed identical EDM session themes. Results: No significant differences between the intervention delivery methods were found; both EDM groups showed improvements. Statistically significant dosage effects occurred from pretest to posttest. Controlling for pretest scores, family income, parent education, and time spent in the United States, parents who attended more group sessions reported significant decreases in their adolescent child's aggression, oppositional defiant behavior, attention deficit hyperactivity disorder, and attention problems, with concomitant gains in family adaptability, bicultural support, and bicultural identity integration. Effect sizes for high-dosage families were moderate to large. Conclusions: Initial evidence suggests that EDM is efficacious for immigrant Latino adolescents.