Item
A College and Career Readiness Framework for Secondary Students With Disabilities
Metadados
Título
A College and Career Readiness Framework for Secondary Students With Disabilities
Descrição
Career Development and Transition for Exceptional Individuals. - © Hammill Institute on Disabilities
Autor
Mary E. Morningstar, PhD1, Allison Lombardi, PhD2, Catherine H. Fowler, PhD3, and David W. Test, PhD
Língua
Ano que foi publicado
2015
País de Origem
Tipo de pesquisa
Metodologia
In this qualitative study, a proposed organizing framework of college and career readiness for secondary students with disabilities was developed based on a synthesis of extant research articulating student success. The original proposed framework included six domains representing academic and nonacademic skills associated with college and career readiness: academic engagement, academic mind-sets, learning processes, critical thinking, social skills, and transition knowledge. Focus groups were conducted to examine perspectives among state-level stakeholders with knowledge and expertise regarding college and career readiness, drop-out prevention, and secondary transition. Through an iterative process, the focus group data were analyzed and the framework was refined based on findings.
Amostra
A purposive sample of selected state education agency (SEA) representatives were first identified and then recruited to participate. A specific sampling technique used within purposive sampling, expert review (Patton, 2002) was used to identify participants based on expert knowl edge and experience pertaining to policies, issues, and state initiatives associated with secondary special education and transition services for students with disabilities and their role in state CCR initiatives. We identified SEAs represent ing six geographic regions of the United States who typi cally attend national meetings focusing on transition and secondary special education. In addition, we selected SEA staff or SEA contracted providers of personnel development representing statewide roles affecting secondary/transition, school completion, and college and career readiness for stu dents with disabilities. Twenty-two participants represent ing 17 states were invited and participated in one of two focus groups (FG1 n = 11; FG2 n = 11). See Table 1 for further details. Half (n = 11) of the participants served as state agency staff involved in secondary/transition services for youth with disabilities. Nearly half (n = 10) represented statewide and regional professional development providers contracted with the state agency (e.g., state personnel devel opment grant coordinator, contracted provider regarding multi-tiered systems of support (MTSS), regional technical assistance providers for secondary transition) or universi ties engaged in professional development with the SEA. In addition, participants included state agency personnel involved with drop-out prevention and school completion efforts (n = 5). As Table 1 indicates, some SEA staff were in positions responsible for leading both secondary transition and school completion programming for the SEA (n = 4).
Método de Pesquisa
Focus group inquiry served as the primary data collection method specifically because of its interactive nature, whereby discussion among group members was as impor tant as were the individual responses to specific questions. These are state-level profes sionals most likely to support and implement state initia tives related to CCR; therefore, their perceptions regarding student readiness is an essential step in confirming the orga nizing framework. This approach adheres to the quality indicators of qualitative research in that we identified a rep resentative sample to document and confirm the CCR orga nizational framework (Brantlinger et al., 2005). We identified state agency informants to broaden our under standing of how, and in what capacities state agencies understood student readiness for college and careers.
Principais Descobertas
An essential, albeit initial, outcome of this study is the establishment of an organizing framework focusing on student readiness for college and careers that incorporates interdisciplinary research. The initial frame work was developed from a synthesis of extant research articulating student success and expanded on by input and guidance from state-level participants. The final framework includes six domains representing academic and nonaca demic skills associated with college and career readiness: academic engagement, mind-sets, learning processes, criti cal thinking, interpersonal engagement, and transition com petencies. Through the focus group discussions, we were able to examine perspectives among state-level stakehold ers with knowledge and expertise regarding college and career readiness, drop-out prevention, and secondary transi tion. The iterative process strengthened and significantly enhanced the CCR framework.
Comentário Avaliativo
First, school systems must identify and use instructional strategies to teach critical thinking skills to all students. In particular, students with disabilities must be included in these efforts. Prior research findings show that secondary students with disabilities are more likely to receive a less academically rigorous curriculum (Gregg, 2007). This is particularly troubling when examining results from a study where students with and without disabilities were compared according to their responses on a self-report measure of critical thinking (Lombardi, Kowitt, & Staples, 2014). Students with disabilities self-rated lower than their peers without disabilities on a five-part model of critical thinking skills associated with CCR. These findings suggest dispari ties between students with and without disabilities percep tions of their critical thinking abilities. Thus, it is important to ensure students with disabilities have access to an aca demically rigorous curriculum that emphasizes critical thinking.