A Qualitative Investigation of Secondary General Education Teachers\u27 Perspectives on their Involvement in Transition Services

This exploratory qualitative study was designed to examine the perspectives of secondary general education teachers’ involvement within the transition for all youth, including youth with disabilities. Youth with disabilities continue to find less success than peers without disabilities during postsecondary life. Research has examined special education teachers and transition professionals’ roles within the transition process, but limited research has been conducted relating to general education teachers’ roles. Qualitative data obtained through semi-structured interviews indicate the opportunity for more substantive involvement in transition planning for all students, including those with disabilities. Overall findings suggest that general educators have desired student outcomes for all students, develop relationships with students, expose students to postsecondary options and help them set goals, facilitate opportunities for students to develop needed skills for adult life, participate in IEP meetings, and communicate and collaborate. Implications for future research include special educators providing general education teachers with information and opportunities to engage in the transition process. KEYWORDS: Transition, Secondary, Student, Disabilit

Secondary Transition Predictors of Postschool Success: An Update to the Research Base

Research suggests youth with disabilities are less likely to experience positive outcomes compared to peers without disabilities. Identification of in-school predictors of postschool success can provide teachers (e.g., special education, general education, career technical education), administrators, district-level personnel, and vocational rehabilitation counselors with information to design, evaluate, and improve transition programs. The purpose of this systematic literature review was to examine secondary transition correlational literature to identify additional evidence to support existing predictors and identify new predictors of postschool success. Results provided additional evidence for 14 existing predictors and identified three new predictors. Limitations and implications for research, policy, and practice are discussed

Updating the Secondary Transition Research Base: Evidence- and Research-Based Practices in Functional Skills

Transition education should be grounded in quality research. To do so, educators need information on which practices are effective for teaching students with disabilities transition-related skills. The purpose of this systematic literature review was to identify evidence-based and research-based practices in secondary special education and transition for students with disabilities. This systematic review resulted in the identification of nine secondary transition evidence-based practices and 22 research-based practices across more than 45 different transition-related skills. The range of effects for each of the secondary transition evidence-based and research-based practices identified are also included. Limitations and implications for future research, policy, and practice are discussed

Updating the Secondary Transition Research Base: Evidence - and Research - Based Practices in Functional Skills

Transition education should be grounded in quality research. To do so, educators need information on which practices are effective for teaching students with disabilities transition-related skills. The purpose of this systematic literature review was to identify evidence-based and research-based practices in secondary special education and transition for students with disabilities. This systematic review resulted in the identification of nine secondary transition evidence-based practices and 22 research-based practices across more than 45 different transition-related skills. The range of effects for each of the secondary transition evidence-based and research-based practices identified are also included. Limitations and implications for future research, policy, and practice are discussed

Control of the induction of type I interferon by Peste des petits ruminants virus.

Peste des petits ruminants virus (PPRV) is a morbillivirus that produces clinical disease in goats and sheep. We have studied the induction of interferon-β (IFN-β) following infection of cultured cells with wild-type and vaccine strains of PPRV, and the effects of such infection with PPRV on the induction of IFN-β through both MDA-5 and RIG-I mediated pathways. Using both reporter assays and direct measurement of IFN-β mRNA, we have found that PPRV infection induces IFN-β only weakly and transiently, and the virus can actively block the induction of IFN-β. We have also generated mutant PPRV that lack expression of either of the viral accessory proteins (V&C) to characterize the role of these proteins in IFN-β induction during virus infection. Both PPRV_ΔV and PPRV_ΔC were defective in growth in cell culture, although in different ways. While the PPRV V protein bound to MDA-5 and, to a lesser extent, RIG-I, and over-expression of the V protein inhibited both IFN-β induction pathways, PPRV lacking V protein expression can still block IFN-β induction. In contrast, PPRV C bound to neither MDA-5 nor RIG-I, but PPRV lacking C protein expression lost the ability to block both MDA-5 and RIG-I mediated activation of IFN-β. These results shed new light on the inhibition of the induction of IFN-β by PPRV

Effective Practices in Secondary Transition: Operational Definitions

The table below lists (a) each effective practice in secondary transition, (b) the operational definition of the practice based on empirical research, (c) corresponding reference(s) used to establish the practice, and (d) the student population with whom the practice was established. The level of evidence [evidence-based, research-based, or promising]—is noted under each practice in brackets. Visit https://transitionta.org/topics/effective-practices/ for information pertaining to how these effective practices were identified

Are Online Resources for Evidence-Based Practices Useful

Because many websites claim to provide information about evidence-based practices (EBPs), consumers must know the information and practices are based upon quality research. Practitioners may intend to locate trustworthy online sources providing EBPs, but if those sources are not easy to navigate and lack implementation resources (i.e., are accessible), then practitioners may be more likely to access less trustworthy sources for instructional strategies and materials. Therefore, the purpose of this study was to evaluate websites, identified as trust or trust with caution, to determine whether they demonstrate a level of usefulness for practitioners. Thirty websites, classified as trust and trust with caution, were reviewed for usefulness and results indicated 14 (46.7%) websites were found to be useful, nine (30%) websites were categorized as somewhat useful, and seven (23.3%) websites were determined to be not useful. Suggestions for future research and implications for practice are provided

Policy and Practice Considerations to Support College and Career Readiness for Youth with Disabilities: A Systematic Mixed Studies Review

Youth with disabilities must be college and career ready to be prepared for adult life. Policy efforts confirm this prioritization (Every Student Succeeds Act [ESSA], 2015; Individuals with Disabilities Education Improvement Act [IDEIA], 2004). Parallel to the emergence of college and career readiness (CCR), transition planning and service requirements have promoted successful transitions to postschool education, employment, and community living (IDEIA, 2004). However, not all high schools provide a range of CCR supports for these students. We conducted a systematic mixed studies review to investigate the prevalence of five domains of CCR identified in the literature. Findings revealed the five domains had a range of coverage across the literature with academic engagement and process-oriented skills comprising more citations and transition competencies least likely to be included. In addition, across the CCR literature, data for students with disabilities were rarely disaggregated, which confirms that we know even less about the effectiveness of the five domains for these students. Clear gaps were identified and suggests research often does not inform CCR policy and/or practice decisions