The transition from high school to work, post-secondary education, and other alternatives is a challenge, especially for students with disabilities. In “Diplomas Count 2015: Report and Graduation Rates—Next Steps: Life After Special Education“, Education Week writers present their 10th analysis of how high-school graduates make that transition. Here’s how Christina Samuels, one of the contributors, described the work:
Each year, hundreds of thousands of students in special education graduate from their high schools.
And then what happens?
In the 10th annual edition of its Diplomas Count report, Education Week tries to answer that question.
The report is a blend of journalism and reseach: the Education Week Research Center delved into federal data to offer an important snapshot of where students with disabilities end up after they leave high school. My journalist colleagues and I give life to those numbers by talking to students as they make important future decisions about college and about work.
For example: Do students with disabilities tell their colleges about their special needs, or do they try to go without any of the supports they may have used in high school? (The answer: most of them do not disclose.) For students who are headed directly to the workplace, have they been taught how to advocate for themselves? (The answer: it’s hit-or-miss.)
Over on On Special Education, Christina Samuels reported that a group that is part of the Civil Rights Project of the University of California, Los Angeles, has indicated that 37% of secondary students with disabilities in Florida had been suspended from school, the highest rate in the US and more than double the average for the country.
Eighteen percent of secondary students with a disability served an out-of-school suspension in 2011-12, according to data collected by the U.S. Department of Education, but behind that number are enormous variations in suspension rates at the district and state level.
A civil rights advocacy group’s analysis of the data released Monday shows that Florida, at 37 percent, leads all other states in suspending students with disabilities at the secondary level. Florida also led the nation that year in suspensions overall, both at the elementary and secondary level, at 5 percent and 19 percent, respectively, said the Center for Civil Rights Remedies.
Read Ms. Samuels’s full post at “States’ Suspension Rates Vary Widely for Students With Disabilities, Group Says.”
I am a fourth year Psychology graduate student at John F. Kennedy University. Research on the topic and personal experience provides evidence that high school students in the special education system are not afforded adequate access to sexuality education. Many individuals with developmental disabilities express a curiosity about their sexuality, yet often do not have the most basic knowledge about their bodies, reproduction, relationships, communication and refusal skills, appropriate contexts to express their sexuality, to list a few.
I am conducting a research study to assess the attitudes of high school special education teachers concerning sexuality education among students with developmental disabilities. The Human Participants Committee affiliated with John F. Kennedy University has approved this research project.
Upon signing an electronic informed consent, participants will be asked to complete a 32-question online survey that will take approximately 30 minutes. Participation in this study will be kept confidential and received surveys will be stored in a secure online account. Participants are free to discontinue the study at any time. This study will only include completed surveys.
Participants must meet all of the following criteria:
- Must have completed undergraduate degree in education
- Must have certification/credentials in education
- Must be currently teaching special education in the public high school system
Further inquiries regarding the results of this study can be obtained by contacting the researcher at the following email address lminch [at] jfku [dot] edu.
Thank you for your consideration and participation. You can access the survey by clicking on or copying and pasting the following link into your web browser.
Laura Minch, M.A.
Doctor of Psychology Intern
POSTDOCTORAL FELLOWSHIP IN ADOLESCENT PREVENTION SCIENCE
VIRGINIA COMMONWEALTH UNIVERSITY
CLARK-HILL INSTITUTE FOR POSITIVE YOUTH DEVELOPMENT
The VCU Clark-Hill Institute for Positive Youth Development is seeking up to four post-doctoral scholars (full-time) to collaborate on a large-scale community-based intervention project. The Institute is a National Academic Center of Excellence on Youth Violence Prevention funded by the Centers for Disease Control and Prevention. The Institute is housed in the VCU Department of Psychology, but faculty, staff, and students from the School of Education, Department of Epidemiology & Community Health, School of Government & Public Affairs, and Department of Psychiatry, are also represented. The Institute’s mission is to empower youth, schools, families, and other stakeholders to promote the healthy, safe, and otherwise positive development of youth from early adolescence through emerging adulthood. Faculty within the Institute are engaged in a variety of research projects representing both applied research (e.g., risk and protective factors associated with youth violence) and development and evaluation of preventive interventions in school and community settings. Continue reading VCU post-docs in positive youth development
International Child & Adolescent Conference XIV
November 6-8, 2008
Session Proposals Invited-Deadline extended to September 15
Colleagues and Friends:
The Behavioral Institute for Children and Adolescents and co-sponsors, the Council for Children with Behavioral Disorders (CCBD) and the National Association of School Psychologists (NASP), are pleased to present the biennial International Child and Adolescent Conference XIV on November 6-8, 2008 at the Hilton Minneapolis/St. Paul Airport-Mall of America Hotel. The conference theme is zxcvDecoding RTI-PBS-EBD to Improve Learning and Social Outcomes for Students.
This event will feature keynote addresses, in-depth workshops and topical strands. The conference is a transdisciplinary forum for individuals from education, mental health, juvenile justice and related fields to share information on effective interventions and programs for challenging children and youth.
Proposal deadline has been extended to September 15, 2008.
We are seeking proposals for a wide variety of presentations surrounding this theme from practitioners, administrators, researchers, trainers, advocates, parents, students and others who work in or with education, mental health, juvenile justice or related fields. You are invited to submit a proposal and participate in the program. Topical strands include: .Assessment/RTI * Autism Spectrum. Behavioral/Clinical Interventions * Coaching/mentoring/professional training * Community/Interagency Services * Curriculum and Instruction – Academic * Curriculum and Instruction – Social Development * Diversity and Culture * Families * Gender-specific Interventions * Hospital/Residential Services * Inclusion Services in General Education * Juvenile Justice/Secure Settings * Law/Policy/Research * Mental Health. Positive Behavior Interventions and Supports (PBIS) * Transition
- All proposals must be submitted on line at our website, www.behavioralinstitute.org
- Click the conference logo on the home page and complete the requested information. Please note:
- All presenters and co-presenters must register for the conference. BICA is unable to offer either an honorarium or a waiver of registration fees to program presenters. Presenters will be eligible for discounted registration rates. Your proposal is an acknowledgement of this requirement.
- Acceptance of a proposal does not imply approval or support by BICA, its employees or Board of Directors or co-sponsoring organizations.
See the website for additional information about registration, lodging, program and exhibiting opportunities.