The present study investigated the effects of online Community-based Instruction (CBI) training for pre-service special education teachers in Turkey. The training consisted of three knowledge modules and skill application assignments designed to be completed in 4 weeks. Results demonstrated statistically significant difference between control and…

Community-based instruction (CBI) is often used to teach a myriad of skills across school, home, and community settings for students with disabilities (Fernandez et al., 2018). Despite the effectiveness of CBI interventions for students with intellectual and developmental disabilities (IDD), research in this area remains limited since the last…

The present study investigated the effects of online Community-based Instruction (CBI) training for pre-service special education teachers in Turkey. The training consisted of three knowledge modules and skill application assignments designed to be completed in four weeks. Results demonstrated statistically significant difference between control…

Young adults with autism spectrum disorder (ASD) and comorbid intellectual disability (ID) are vastly underrepresented in the area of postsecondary employment. This study evaluated the effectiveness and perceptions of an intervention package incorporating constant time delay (CTD) and eCoaching to promote employment skill acquisition. CTD was used…

The employment outcomes for young adults with autism or intellectual disability (ID) lag far behind those of their peers without disabilities. Most postsecondary education programs for students with disabilities incorporate internship experiences to foster employment skills. However, the proximity of job coaches may inadvertently hinder social…

The term educator is defined as, "one skilled in teaching (Merriam-Webster)". In this annotated bibliography, the term educators includes special education teachers, general education teachers, career and technical educators, and any other educators that would be involved in teaching Career and Technical Education (CTE) skills to…

Teaching students to develop and use a Summary of Performance (SOP) may be one method for teaching self-advocacy skills to ensure students with intellectual disability can advocate for accommodations and supports during Person-Centered Planning (PCP) meetings and in postschool employment settings. This study used a multiple-probe across…

In response to legislative mandates that schools use evidence-based instructional practices, the National Secondary Transition Technical Assistance Center has identified evidence-based practices and predictors in the area of secondary transition for high school students with disabilities. This article provides an overview of practices and…

The purpose of this study was to describe the use of service-learning (SL) by special education faculty at 4-year colleges and universities across the United States, and to determine faculty attitudes and beliefs about the application of SL in special education. Participants included faculty with experience in SL teaching and/or research in…

We conducted semi-structured interviews with family members of 45 young adults with significant intellectual disabilities who were enrolled in or had graduated from transition-focused programs designed for students ages 18-21. We examined the types of community and social activities in which the young adults engaged. We also explored the resources…

Youth with disabilities are disproportionately represented in the child welfare system (Crosse, Kaye, & Ratnofsky, 1992; Sullivan & Knutson, 2000). Although research on this topic is limited, youth with disabilities who are emancipating from foster care are at risk for particularly poor outcomes, experiencing even lower rates of employment,…

Educational experience in the community provides students with moderate and severe intellectual disabilities the opportunity to learn and rehearse skills they need to participate fully in community environments. The degree to which students with intellectual disabilities participate in their communities is often dependent on their ability to…

Transition from secondary education to adulthood represents a period during which adolescents with disabilities face multiple responsibilities and changing roles that include establishing independence, attending postsecondary education or training, developing social networks, choosing a career, participating in their communities, and managing…

Traditionally, youth with learning, cognitive, and intellectual disabilities (LCID) have not been given the option of participating in and thus benefiting from a postsecondary education. There are school districts and community colleges across the country, however, that are creating opportunities for these youth to have the option of meaningful…

A reference work that presents a chronology focusing on special education, its development, and the important issues that both positively and negatively affect the field. Updated through current events, this second edition provides an excellent introduction to special education in all of its practical aspects--how it developed, its curriculum,…