2015 TASH Conference

Factors including systematic transition planning, student and family participation, community-based work experiences, life skills instruction, and inclusion in general education classes have been identified as “best” practices for secondary and transition programs. Increased support for students’ full-time participation in general education classes and curriculum has raised questions about how these experiences can be balanced with community-based work experiences and life skills instruction. This session is designed to review current research on the factors that are predictive of short-term and long-term quality of life outcomes and discuss inclusive educational practices that can address the multiple transition needs of students. Inclusion in general education classes and curriculum , and employment and functional skills instruction are recognized as "best" transition practices. Balancing these strategies present challenges to practitioners. There is a critical need to examine ways to provide these experiences to students within the context of inclusive secondary education programs. The presenters will describe the results of recent research examining the impact of students' participation in general education classes and the curriculum, and community-based employment and functional skills instruction on quality of life outcomes. They will also present the results of studies on strategies that provide students with the opportunities to receive employment and functional skills instruction within inclusive educational contexts.

John McDonnell will serve as the panel moderator and will provide an introduction to the topic summarizing the current research on the impact of "best" transition practices on short-term and long-term quality of life outcomes, and the challenges associated with providing students with opportunities to participate in general education classes and the curriculum, and community-based employment and functional skills instruction.

Mary Morningstar will present the findings of recent research study that analyzed data from National Transition Longitudinal Study II examining the impacts of enrollment in general education classes and community-based employment and functional skills instruction on quality-of-life outcomes for students with significant support needs.

Erik Carter will present the results of a study examining the impact of peer-mediated interventions and quality-of-life outcomes one year following school. He will also discuss the critical elements of peer-mediated instruction at the secondary level based on his previous research.

Stacy Dymond will present the results of recent studies examining the impact of service learning on educational and social outcomes for students. She will also discuss factors related to the successful design and implementation of service learning classes.

Understanding the impact of participation in general education classes and the curriculum, and community-based employment and functional skills instruction will assist students, families, and practitioners to balance the selection of goals and instructional strategies that will promote successful transition from school to adulthood. The information will help educational teams explore existing courses and programs available in many high schools to provide educational experiences that can be designed to address multiple transition needs within inclusive settings and contexts.

The session is also organized to engage participants in brainstorming areas of needed research on inclusive secondary education and promoting improved quality of life outcomes. Participants will be encouraged to "think out of the box" to identify new ways to use the general education curriculum, existing educational programs, and extracurricular activities to create opportunities for students to develop the social, academic, employment, and functional skills necessary to successfully transition to adulthood. Session participants will:

1. Summarize recent research on the impact of inclusive education on students’ short-term and long-term quality of life outcomes.

2. Discuss the nature and characteristics of inclusive education at the secondary level.

3. Identify inclusive educational practices that promote students’ participation in general education classes and curriculum that support the development of social, work, and functional life skills necessary for successful transition to adulthood.

4. Identify areas for future research on the impact of inclusive education on students’ short-term and long-term quality of life outcomes.