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Plotner, A. J., Trach, J. S., Oertle, K. M., & Fleming, A. R. (2014). Differences in service delivery between transition VR counselors and general VR counselors. Rehabilitation Counseling Bulletin, 57(2), 109-115.
This article discusses differences between general VR counselors and transition-focused VR counselors in providing services to transition-age youth. A Vocational Rehabilitation-Transition Activity Inventory (VR-TAI) looked at perceptions of counselors providing: career planning and counseling, career preparation experiences, access and opportunity for student success, program improvement activities, nonprofessional support and relationships, allocation of resources, and developing and maintaining collaborative partnerships. The article emphasizes resource allocation, communication, and collaboration.
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Honeycutt, T., Bardos, M., & McLeod, S. (2015). Bridging the gap: A comparative assessment of vocational rehabilitation agency practices with transition-age youth. Journal of Vocational Rehabilitation, 43(3), 229-247. Retrieved from: http://content.iospress.com/articles/journal-of-vocational-rehabilitation/jvr772?resultNumber=0&totalResults=265&start=0&q=Bridging+the+gap%3A+A+comparative+assessment++of+vocational+rehabilitation+agency+practices+with+transition-age+youth&resultsPageSize=10&rows=10
Utilizing a case study approach, researchers explore various approaches used by VR when working with youth with disabilities. Five practices were examined including: organization and collaboration strategies; outreach, application, and eligibility; service delivery; employment; and monitoring and evaluation. Differences were observed between agencies with high and low transition ratios, and these features include engaging in collaboration efforts, offering outreach to parents, enrolling younger youth, and developing intensive school-based programs.
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Shaw, S. F., Madaus, J. W., & Banerjee, M. (2009). Enhance access to postsecondary education for students with disabilities. Intervention in School and Clinic, 44(3), 185-190. doi:10.1177/1053451208326047
This article discusses 20 ways to improve preparation and enhance access to postsecondary education for students with disabilities. Various themes include: providing encouragement and information, planning, fostering and enhancing student self-determination and independence, working with students and families to understand legal rights and responsibilities, and increasing awareness about documentation requirements.
Castleman, B. L., & Page, L. C. (2013). Can text messages mitigate summer melt? The New England Journal of Higher Education. Retrieved from http://www.nebhe.org/thejournal/can-text-messages-mitigate-summer-melt/
Summer melt, or the process where high school graduates who have been accepted to college and intend to enroll fail to matriculate, is a growing concern especially among disadvantaged students. One method for addressing summer melt found to be effective is the use of text messages to increase access to college information and professional support. Text messaging is a cost-effective and accessible intervention that is easy to use. Messages remind students about accessing paperwork, registering for orientation, and completing relevant forms, and provide help in interpreting financial aid and tuition bills.
Kleinert, H., Kearns, J., Quenemoen, R., & Thurlow, M. (2013). NCSC GSEG policy paper: Alternate assessments based on common core state standards: How do they relate to college and career readiness? Minneapolis, MN: University of Minnesota, National Center and State Collaborative. Retrieved from http://ncscpartners.org/Media/Default/PDFs/AA-AAS-College-Career-Readiness-NCSC-9-24-2013.pdf
The authors discuss alternate assessments and common core state standards, and report the need to utilize a comprehensive system of curriculum, instruction, and assessment. This system is significant in helping students with communicative competence and community readiness.
Federal Partners in Transition. (2015). The 2020 federal youth transition plan: A federal interagency strategy. Retrieved from https://www.dol.gov/odep/pdf/20150302-fpt.pdf
This paper discusses the transition from youth to adulthood; compatible goals for transition programs and policies; existing priorities, programs, initiatives, and cross-agency activities; and policy priorities that aim to improve transition outcomes for youth with disabilities.
The George Washington University. (2006). Guidance and career counselors’ toolkit: Advising high school students with disabilities on postsecondary options. Retrieved from https://heath.gwu.edu/sites/heath.gwu.edu/files/downloads/Toolkit%202014.pdf
The Toolkit provides information and resources to aid guidance and career counselors working with high school students with disabilities as they transition into postsecondary education and employment. Information is provided about common disabilities that are encountered, critical strategies, the counselor’s role, career assessments, and legal resources.
Wright’s Law: Summary of performance (SOP). (n.d). Retrieved from http://www.wrightslaw.com/info/trans.sop.template.pdf
The Summary of Performance (SOP) provides information that is necessary according to Section 504 of the Rehabilitation Act and the Americans with Disabilities Act. Helpful for the Vocational Rehabilitation Comprehensive Assessment process, the SOP is useful when it is linked with the IEP process and involves active participation on the part of the student. The link provides information about the SOP, instructions for completing the template developed by the National Transition Documentation Summit, and the template.
National Rehabilitation Information Center. (2016). For youth with disabilities, finding help and support after high school can be a challenge. Research in Focus: A Weekly Digest of New Research from the NIDILRR Community. Retrieved from http://www.naric.com/?q=en/rif/For%20Youth%20with%20Disabilities%2C%20Finding%20Help%20and%20Support%20After%20High%20School%20Can%20Be%20a%20Challenge
A study was funded by NIDILRR to explore the use of disability services during and after high school. Data from the Youth Transition Demonstration (YTD) projects demonstrated that although many high school students received vocational services, post-high school youth who did not participate in the YTD projects were not enrolled in school and did not receive services. Participants of the YTD interventions reported higher employment rates and use of vocational services. The authors provide links to several resources about transitioning for youth with disabilities.