Think College Transition: Developing an Evidenced-Based Model of Inclusive Dual Enrollment Transition Services for Students with Intellectual Disabilities and Autism. Evaluation Final Report

Autor/inn/en	Parker, Caroline E.; Schillaci, Rebecca
Institution	University of Massachusetts Boston, Institute for Community Inclusion; Education Development Center, Inc. (EDC)
Titel	Think College Transition: Developing an Evidenced-Based Model of Inclusive Dual Enrollment Transition Services for Students with Intellectual Disabilities and Autism. Evaluation Final Report
Quelle	(2018), (50 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Dual Enrollment; Transitional Programs; Students with Disabilities; Intellectual Disability; Autism; Pervasive Developmental Disorders; Inclusion; Peer Relationship; High School Students; Career Readiness; Self Determination; Self Efficacy; Employment Level; Program Effectiveness; Program Implementation; College Students; Partnerships in Education; Postsecondary Education; College School Cooperation; Student Characteristics; Massachusetts; Career Maturity Inventory + Suchen Sie Ihr Suchwort? Doppelstudium; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Intellect; Verstand; Autismus; Inklusion; Peer-Beziehungen; High school; High schools; Oberschule; Selbstbestimmung; Self-efficacy; Selbstwirksamkeit; Beschäftigungsgrad; Collegestudent; Hochschulpartnerschaft; Post-secondary education; Tertiäre Bildung; Master-Studiengang
Abstract	This report is an evaluation of the i3 development grant Think College Transition (TCT), an inclusive dual enrollment transition model to improve achievement and post-school outcomes for students with intellectual disabilities or autism (ID/A). The model offers an innovative approach to transition services for students with intellectual disabilities and autism by providing participation in inclusive academic and social environments of a college campus with same-aged peers rather than continuing to receive transition services in typical high school environments. This evaluation examined the impact of TCT services on the job-seeking skills, career readiness, self-determination, college self-efficacy, and employment of ID/A youth. A quasi-experimental design was used to compare baseline and end-of-the year data on outcome variables from students with ID/A participating in the TCT model at three institutes of higher education in Massachusetts with students with ID/A participating in business-as-usual transition services through their school districts. The fidelity with which the TCT model was implemented at the intervention sites was also evaluated. Results from the evaluation found that, after controlling for student baseline scores, the TCT model had a significant effect on students' scores of self-determination after one year of participation. This is one of the first quantitative studies to examine college-based transition programs using a rigorous research design. Future research will need to be conducted to learn what TCT model components specifically affect self-determination and what other long-term effects participation in the TCT model might have. [Additional financial support for this research was provided by the Peter and Elizabeth C. Tower Foundation.] (As Provided).
Anmerkungen	Education Development Center, Inc. 43 Foundry Avenue, Waltham, MA 02453. Tel: 617-969-7100; Fax: 617-969-5979; e-mail: contact@edc.org; Web site: http://ltd.edc.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01