Abstract
Welcome to the second issue of Volume 47 of Career Development and Transition for Exceptional Individuals (CDTEI). In this issue, we curated four articles that feature a broad range of high-quality studies as well as the final article to finish out our special series focused on diversity, equity, and inclusion (DEI). Topics range from targeting specific student skill areas to improving transition structures and supports for secondary special educators.
The first two articles are focused on specific student skill areas. First, Newman and colleagues used the National Longitudinal Transition Study-2 data set to answer research questions pertaining to English language learners with disabilities and factors that influenced their postsecondary education pursuits. They found high school transition plans were a significant factor as were having higher levels of autonomy and psychological empowerment, two established constructs of self-determination. This study helps confirm the importance of teaching aspects of self-determination and ensuring transition planning procedures are in place for English language learners with disabilities in high school. In the second study, Smith and colleagues sought to determine an effective dosage of job interview training for youth with autism. The job interview training was an established intervention and the authors determined that nine interviews were an effective number for youth to undergo as part of that intervention. This study helps to clarify dosage and informs transition planning and instruction for teachers who support transition-age youth in secondary schools.
The next two articles are focused on improving the support structures that enable teachers to carry out effective transition services. In the third article, Mazzotti and colleagues describe the process in developing a new fidelity assessment intended for high school educators for schoolwide use to support youth with and without disabilities. The Secondary Transition Fidelity Assessment measures implementation of college and career readiness supports at various levels, including the district, school, and student. In the fourth article, Morningstar and colleagues delve into the theme of effective educator practices even further by testing a comprehensive transition professional development training for secondary special educators.
Finally, in this issue, we share the last article in the special series on DEI in transition with James Sinclair and Suzanne Kucharczyk as guest editors. Sheftel and colleagues present the Critical Consciousness in Secondary Special Education and Transition framework. This framework focuses on the integration of Critical Consciousness through an ecological systems theory approach to identify levers in which antiracist and culturally responsive practices can be used by administrators and teacher education programs to facilitate systems change. We thank the authors included here and in the previous issues in the special series on DEI in secondary transition. We appreciate their commitment to extending equity frameworks to transition through research, intervention, preparation, and practice.
We are excited to announce that transportation will be featured in an upcoming special issue. Our most sincere gratitude goes to the guest editors: Leslie Bross, Ryan Kellems, and Elizabeth Pfeiffer. In the near future, we also plan to share a Call for Proposals for a new special series on Open Science practices, which will feature preregistered studies and registered reports.
Our annual Division on Career Development and Transition (DCDT) conference will be held in Chantilly, Virginia, on October 16 to 19. Please check the DCDT website (https://dcdt.org/) for updates. We continue to appreciate your readership and membership in DCDT, and we hope that you find the work highlighted in this issue beneficial to your daily practice. Enjoy!