Abstract
As editors of Career Development and Transition for Exceptional Individuals (CDTEI), we are excited to share the latest scholarly articles focused on secondary special education and transition. Our third issue of Volume 46 features a broad range of high-quality studies and includes the first article in our special series focused on diversity, equity, and inclusion (DEI). In this issue, topics include parent perspectives on the transition to adulthood, cost analysis for implementing self-determination interventions, engagement of general educators in understanding the predictors of postschool success, college and career readiness interventions for students with emotional and behavioral disorders, and our special series article focused on intersectional research in the field of secondary transition.
First, Sanderson and Bumble used results from a national survey to examine the extent to which parents of youth with disabilities perceived postschool outcomes for their children. Results suggested that parents have increased concerns about what their children will experience in postschool life. However, employing a strengths-based approach to transition planning and providing paid work experience in high school helped reduce concerns for parents. The authors received an Open Materials Badge for this publication.
Second, Rifenbark and colleagues employed the Ingredients Method to determine the cost of implementing the Self-Determined Learning Model of Instruction (SDLMI) across 17 school districts. The average cost of the SDLMI implementation across the districts was approximately $118.00 per student. Implications discussed include how school districts can minimize costs related to SDLMI implementation and maximize goal attainment for students with disabilities.
Our third article, by Kwiatek et al., focuses on a promising asynchronous online intervention to teach general education teachers about the in-school predictors of postschool success. This promising intervention increased general education teachers’ knowledge of the predictors and reflects the importance of helping ensure general education teachers understand what college and career readiness means for all students, including students with disabilities.
Next, Kern and colleagues conducted a systematic literature review to identify college and career readiness interventions for students with emotional and behavioral disorders. Of the articles reviewed, only 14 were identified that met the inclusion criteria. Findings from this research revealed that it will be necessary for transition researchers to identify college and career readiness components and interventions that meet the needs of students with emotional and behavioral disorders.
We are excited to begin our special series on DEI. We would like to thank James S. Sinclair and Suzanne Kucharczyk for their service as guest editors for this special series. As we stated in the last editorial, we are sharing the first of the DEI special series articles in this issue. Trainor and Romano begin our series through an examination of one approach to equity-focused research—intersectional research. They explore the five foundational principles of implementing intersectional research. Trainor and Romano also reflect on implications for conducting equity-focused research. They refer to one of the main themes of the special series—taking action—by advocating for researchers to shift their orientations and challenging traditional paradigms when conducting research. Future articles in this series will continue to highlight how to take action, change practice, and explore various lenses toward equity in research, as well as considerations for educators, service providers, families, and professionals who are preparing teachers in higher education programs.
Please stay tuned for more information about our annual Division on Career Development and Transition (DCDT) conference, which will be held in October 18 through October 21 in Reno, Nevada. During this premier event, practitioners and researchers across special education, general education, and vocational rehabilitation convene to talk all things transition for youth with disabilities. As usual, it will be full of professional development and networking opportunities to improve college and career readiness for our youth. Please check the DCDT website (https://dcdt.org/) for updates throughout this year.
We continue to appreciate your readership, and membership in DCDT, and hope that you find the work highlighted in this issue beneficial to your daily practice. Enjoy!