Two constants in a sea of change : improving outcomes and increasing equity. Disability, diversity, and equity in the transition to adulthood ; Hidden vies and shifting conclusions on postschool disparities ; Operationalizing culture in the context of transition ; A glimpse of historical influences ; Responding to renewed challenges : elevating equity within the context of history -- Transition education as a cultural practice. Transition models seen through lenses of cultural theories ; From a culture of paid employment to life satisfaction ; Early models of the school to employment transition ; Expanded models open the field beyond employment ; Modeling transition as a set of educational inputs and postschool outcomes ; From models to a taxonomy for transition education ; A return to inputs and outcomes models ; Understanding transition equity -- Changing the lenses of inquiry : putting the school-to-prison pipeline into focus. General education settings as fields of promise ; Operationalizing the STPP ; Understanding the mechanisms of the STPP ; Examining the pipeline through transition lenses ; Minimizing the STPP through strengthened transition research and practice ; An education field that includes the STPP -- Adjusting the scope : gaining perspective on self-determination and health care. Answering and questioning the concept of optimal adolescence ; Disability, health, and transition intersections ; Health as a domain in transition education ; Self-determination as a disposition -- Developing self-determination and agency for healthy and equitable outcomes -- Inclusive postschool success and equal opportunity for fulfilling adulthoods. Better equipping transition research and practice to promote equity ; Addressing marginalization with intentionality ; Embracing and learning from diversity intentionally.
Summary:
"Transitions to adulthood for adolescents with disabilities are as diverse as the adolescents themselves. While there have been marked improvements for students with disabilities, there is still concern that employment education and independent living outcomes are not equitable across groups of students. For example, adolescents of color are more likely to face exclusionary discipline procedures in school resulting in detention and court involvement which, in turn, can limit access to educational opportunities in inclusive settings. Recommending a shift toward strengths-based approaches to research and practice, Trainor explores how all stakeholders, including researchers and practitioners, can help shape equitable opportunities for youth with disabilities in transition. Transition by Design reframes disability, diversity, and equity during the transition from high school to adulthood." -- Publisher's description.
This resource is supported by the Institute of Museum and Library Services under the provisions of the Library Services and Technology Act as administered by State Library of Iowa.