Riding Fences

Abstract

In the third issue of Volume 40, we are pleased to present the first part of a special series: Postsecondary Supports for Students With Autism and Intellectual Disability. The Individuals with Disabilities Education Act, 20 U.S.C. § 1400 (2004) mandates that transition planning occur in conjunction with the individualized education program for secondary-age students with disabilities beginning by age 16. In addition, the goal of the federal Workplace Innovation and Opportunity Act (WIOA) is competitive employment for those most vulnerable and “at risk,” including individuals with disabilities. Yet, transitioning from adolescence to adulthood can be challenging for those people with disabilities who are seeking opportunities for postsecondary education, employment, and independent living. Historically, individuals with disabilities have seen a significant decrease in formal systems of support, as well as mentoring opportunities, once their formal educational opportunities stop at age 21. In this special series, our aim is to highlight how to enhance the transition supports in rural areas, including university accessibility services, faculty professional development (PD), model postsecondary education programs, and social skills for postsecondary students. Part 1 of this special series begins with a research article by Kucharczyk, Thomas, and Schaefer-Whitby, who discuss opportunities for interdisciplinary support of transition processes. With a focus on rural communities, the authors use this qualitative study to share transition experiences of young adults with autism spectrum disorder and/or related disabilities and their families through the framework of the American Academy of Social Work and Social Welfare’s Grand Challenges. The authors discuss implications for engaging social workers as important team members in the transition process. In the next article, Deardorff, Peltier, Choiseul-Praslin, Williams-Diehm, and Wicker examine differences in teachers’ knowledge about the transition planning process based on locale (e.g., rural, suburban, and urban). The authors discuss how differences identified by locale can inform the allocation of resources to provide high-quality, evidencealigned PD models to improve teacher knowledge in underserved and underresourced rural locales. Specifically, they address how professionals might collaborate to better promote self-determination instruction, family involvement, and PD. Postsecondary programs at colleges and universities offer unique learning and social opportunities for students with disabilities to access advanced curricula, enhance interpersonal skills, and develop vocational competency. Douglas, Idol, and Chung share the results of a single-case multiple baseline design across student and peer pairs to evaluate the effectiveness of peer-delivered strategies on students’ social communication in rural college classrooms. The authors discuss peer training, targeted academic and social conversational strategies, and social validity for the participants. Providing employment opportunities for students with autism can be especially challenging in rural schools. Eastman, Zahn, Ahnupkana, and Havumaki describe a small-town high school transition program and the components that led to the program’s success, including co-teaching, preemployment and social/skills instruction, transition/ vocational planning specific to a student’s strengths and areas of interest, employer training, and collaboration with the state vocational rehabilitation services. Teachers in rural settings face unique challenges related to providing transition services to secondary students with intellectual and other developmental disabilities (IDD). Physical distance between rural school districts and institutions of higher education (IHE) may limit collaborative partnerships and access to PD opportunities, including classroom-based coaching. In a Practice in Action article, Horn provides an overview of current practice and barriers faced in rural school districts that affect the implementation of evidence-based practices when teaching secondary students with IDD. The author offers a viable method, eCoaching with bug-in-ear (BIE) technology, to provide performance-based feedback to special education teachers in rural settings in an effort to increase practical application of transition-focused EBPs. Examples of required technology for implementation are provided. Finally, Horn highlights specific scenarios for implementing eCoaching procedures in secondary rural settings when teaching students with IDD. We thank the authors who contributed to this special series on postsecondary supports for students with autism and intellectual disability. The series will continue with additional articles in Volume 40, Issue 4. We hope the strategies, models, and information provided in this special series improve your transition practices. 752124 RSQXXX10.1177/87568705211038226Rural Special Education QuarterlyEditorial editorial2021