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Postsecondary goal achievement

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21

Project log

June E Gothberg
added a research item
Lori Peterson
added 4 research items
With increased use of technology in qualitative research, it is important to understand unintended, unanticipated, and unobvious consequences to the data. Using a side-by-side comparison of face-to-face, telephone, and Internet with video focus groups, we examined the yield differences of focus group venue (medium) to the data (message) rendered for 5 variables of interest: participant interactions, breadth of conversation, depth of conversation, disclosure of sensitive information, and adherence to the topic. Our comparison of data raised questions as to the influence of multiple focus group moderators, technical difficulties in the electronic medium, and consequences of non-participant "visitors" or "guests" in the focus group venue. Most importantly, the results suggested different research questions might be more suited to a particular focus group venue. (Contains 4 tables.)
Special education professionals are charged to develop relevant, compliant, and legally defensible IEPs for transition-age students with disabilities. This charge is intensified as educators strive to provide plans that will genuinely prepare students for postsecondary education, employment, and independent living. This manuscript demonstrates how annual goals align with postsecondary goals through triangulation of (a) linking transition and academic assessments, (b) embedding industry and content standards related to postsecondary goals, and (c) conducting skill and knowledge gap analyses. This process ensures educators that annual goals are genuine and relevant to postsecondary goals, legally defensible, and meet the standards of compliance.
Special education professionals are charged with developing relevant, compliant, and legally defensible IEPs for transition age students with disabilities. This charge is intensified as we strive to provide plans that will genuinely prepare students for postsecondary education, employment, and independent living. Developing triangulated annual goals through a process of (a) reviewing transition assessments, (b) constructing a postsecondary goal, (c) identifying industry and content standards related to the postsecondary goal, and (d) conducting a skill and knowledge gap analysis assists educators in this charge by ensuring that all annual goals have a genuine and relevant link to postsecondary goals.
June E Gothberg
added 2 research items
Research indicates a gap in postsecondary readiness; students are exiting high school underprepared. Although much time, effort, resources, and legislation are aimed at addressing the academic skill gap; nonacademic skills receive much less attention. Nonacademic skills have shown to be highly correlated with successful academic and employment outcomes. This articles addresses nonacademic needs, giving educators need a process to identify the skills needed to prepare students for their transition into postsecondary settings, calculate the gaps between students’ current and needed skill levels, and write annual goals that address the steps needed to close these gaps.