Together We Can Do So Much: A Systematic Review and Conceptual Framework of Collaboration in Schools

Effective collaboration is associated with positive outcomes for students and is a key component of equitable educational opportunities. There are challenges to effective collaboration, however, as our understanding of it differs based on the various definitions in the literature. The purpose of this systematic review is to identify the common constructs across definitions of collaboration as a means to develop a universal model that can be used in the schools. Through the development of a “building blocks” framework, we provide a common definition and identify the steps that must be taken before true collaboration can occur. This model highlights the iterative nature of the collaborative process and the importance of revisiting the foundational aspects of collaborative development. The systematic review focuses on using a common definition for research and the practice of collaboration

The Implementation of a Regional Education Network Through the Application of the Developmental Evaluation Process: A Case Study

One in three young adults with autism or developmental disability have never been employed within eight years of their leaving high school (Newman et al., 2011). These students graduate from schools and may then work with multiple services providers across agencies. Collaboration between these agencies is critical. This case study describes the successful efforts of a group of educational leaders, parents, individuals with disabilities, and service providers who came together to improve the transition outcomes of young adults with disabilities. The success of this large and complex effort was facilitated by the application of a developmental evaluation process which adjusted the networks efforts in real time. We present a case study of the first two years of the development and implementation of this regional educational network, as well as the theory and methods of developmental evaluation used to guide its implementation. We conclude with implications for building and leading effective collaborative networks in education

The Implementation of a Regional Education Network Through the Application of the Developmental Evaluation Process: A Case Study

Abstract: One in three young adults with autism or developmental disability have never been employed within eight years of their leaving high school (Newman et al., 2011). These students graduate from schools and may then work with multiple services providers across agencies. Collaboration between these agencies is critical. This case study describes the successful efforts of a group of educational leaders, parents, individuals with disabilities, and service providers who came together to improve the transition outcomes of young adults with disabilities. The success of this large and complex effort was facilitated by the application of a developmental evaluation process which adjusted the networks efforts in real time. We present a case study of the first two years of the development and implementation of this regional educational network, as well as the theory and methods of developmental evaluation used to guide its implementation. We conclude with implications for building and leading effective collaborative networks in education

Research-to-Practice Brief: Using Labor Market Projections for Successful Transition Planning

Employment rates and post-school transition outcomes for individuals with disabilities remain alarmingly low compared to peers without disabilities. Transition plans often focus on skills associated with employment opportunities that are immediately available to the individual with a disability. We contend that transition plans must be developed with specific attention to projected labor market needs to ensure that we are preparing students with disabilities for long-term success. This research brief describes how the results of an in-depth labor market analysis can be used to develop strong transition plans that prepare students for careers that will last far into the future

Autism in the Workplace: Assessing the Transition Needs of Young Adults with Autism Spectrum Disorder

Over the next decade, close to half a million people with Autism Spectrum Disorder (ASD) will reach adulthood. Research suggests that the career and life outcomes for young adults with ASD are poor as compared with those of the general population. Nevertheless, there is relatively little research on the work experiences of young adults with ASD that focuses on their career aspirations, preparation for work, career experiences, and the barriers associated with their transition into the world of work. Given the large numbers of young adults with ASD who are exiting secondary school and vocational training programs, it is imperative to understand the issues associated with their transition into the world of work. The purpose of this study, which utilizes a survey questionnaire and focus group, is to assess the transition needs and experiences of young adults with ASD as they prepare to enter the workplace. The results indicate that young adults with ASD face significant transition barriers when navigating the world of work and have certain transition needs. Policy implications for the transition needs identified are presented

Are Deficit Perspectives Thriving in Trauma-Informed Schools? A Historical and Anti-Racist Reflection

Mental health research concerning adverse childhood experiences and neurocognitive trauma has prompted many school districts to pursue the development of trauma-informed schools that attend specifically to the emotional and instructional needs of affected students. Researchers and practitioners are fast proliferating trauma-informed professional practices. Given research findings indicating disproportionate impacts of trauma on students of color and those living in poverty, in this article, we examine the risks of trauma-informed educational programs reanimating cultural deficit theories from the 1960s about marginalized students and families. Educators are challenged to thoughtfully fortify trauma-informed schooling by increasing awareness of deficit perspectives and incorporating critical anti-racist, equity-focused practices

Her Voice: Engaging and Preparing Girls With Disabilities for Science, Technology, Engineering, and Math Careers

Science, technology, engineering, and math (STEM) related fields comprise the top 30 occupations expected to grow the fastest by 2026. This increase in job opportunities, coupled with the evolution of technology, is creating higher demands for diversity in the labor market. Currently all students require innovative training and support from a young age to pursue STEM careers successfully. However, women and girls with disabilities face unique barriers along the STEM education pipeline. In this paper, we report the current and projected labor market trends in the United States. We then consider how this labor market information can be used by elementary educators to engage girls with disabilities in STEM-related learning effectively. Finally, through our analysis of labor market needs and the available assessment and intervention literature, we present a science-informed framework for intervention

An Investigation of Increased Rates of Autism in U.S. Public Schools

This study is intended to enhance our understanding of the dramatic increase in autism prevalence rates across the United States. A robust national and multistate sample of children and youth (5–22 years of age) was gathered and analyzed, using visual and statistical analysis of autism eligibility over a 15‐ to 17‐year period. Although the impact of environmental or genetic influences cannot be entirely ruled out, we identified significant shifts in eligibility trends that substantially contribute to the remarkable increase in autism prevalence. Assessment procedures and criteria for autism have sustained an indelible influence from this diagnostic migration, which has had a lasting impact on public schools. We use this information to provide meaningful implications for practicing psychology in the schools

Developing Employment Environments Where Individuals with ASD Thrive: Using Machine Learning to Explore Employer Policies and Practices

An online survey instrument was developed to assess employers’ perspectives on hiring job candidates with Autism Spectrum Disorder (ASD). The investigators used K-means clustering to categorize companies in clusters based on their hiring practices related to individuals with ASD. This methodology allowed the investigators to assess and compare the various factors of businesses that successfully hire employees with ASD versus those that do not. The cluster analysis indicated that company structures, policies and practices, and perceptions, as well as the needs of employers and employees, were important in determining who would successfully hire individuals with ASD. Key areas that require focused policies and practices include recruitment and hiring, training, accessibility and accommodations, and retention and advancement

Schoolwide Positive Behavioral Interventions and Supports in an Alternative Education Setting: Examining the Risk and Protective Factors of Responders and Non-Responders

This research examined the risk and protective factors of responders and nonresponders to a schoolwide implementation of positive behavioral interventions and supports (SW-PBIS) within an alternative school. Students completed self-perception measures of individual, school, community, and home systems. Multivariate analysis of variance indicated a statistically significant difference between responders and nonresponders on the individual and school systems models. Direct logistic regression indicated that within these models, hostility, destructive expression of anger, depression, academic self-concept, attitude to teachers, and attitude to school each made a significant contribution in identifying responders and nonresponders. Findings suggest that factors at the individual and school levels may be crucial in identifying individuals who respond favorably to SW-PBIS. Interventions that target specific risk factors may improve responsiveness to SW-PBIS in alternative schools