Chad Rose

University of Missouri Columbia, Special Education, Faculty Member

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Chad A. Rose is an Assistant Professor in the Department of Special Education at the University of Missouri. Dr. Rose received his Ph.D. from the University of Illinois in 2010 with an emphasis in Behavioral Disorders and quantitative methods. His research explores the intersection of disability labels and the bullying-dynamic, predictive and protective factors associated with the overrepresentation of specific subgroups of students with disabilities within the bullying dynamic, and multi-tiered systems of support for establishing anti-bullying policies and programs. Current, Dr. Rose is a co-investigator on a project entitled Online Racial Discrimination: The Impact on Adolescent Adjustment Over Time, which was awarded to Dr. Brendesha Tynes from the National Institute of Child Health and Human Development. Additionally, he is the Principal Investigator on a project partially funded by the West Foundation entitled Examining Predictive and Protective Factors Among Middle and High School Students with and without Disabilities. In addition to his research, Dr. Rose is the Secretary/Treasurer for the Special Education Research SIG in AERA, member of the Leadership Academy in CLD, and a member of the editorial board for the Journal of Intellectual Disability – Diagnosis and Treatment. At MU, he is currently teaching classes in advanced behavior management
Supervisors: Dorothy L. Espelage and Lisa Monda-Amaya
Address: Columbia, Missouri, United States

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Perceptions of Interagency Collaboration: Relationships Between Secondary Transition Roles, Communication, and Collaboration

Remedial and Special Education, Jun 11, 2018

Transition planning is a critical step in preparing youth with disabilities for future life succe... more Transition planning is a critical step in preparing youth with disabilities for future life success. A number of legislative initiatives (e.g., Individuals With Disabilities Education Improvement Act [IDEA] of 2004; Workforce Innovation and Opportunity Act [WIOA] of 2015) regulate access to free and appropriate public education and outline support options for youth with disabilities as they transition from high school into adult life (Mazzotti, Test, & Mustian, 2014). While federal mandates are in place to support youth with disabilities transition into post-school life, in-school and post-school outcomes for youth with disabilities continue to lag behind their peers without disabilities. First, the national graduation rate for students with disabilities is only 63%, while it is approximately 82% for students without disabilities (Institute of Educational Sciences, National Center for Education Statistics, 2016). Recent data from the federally funded National Technical Assistance Center on Transition's (NTACT) summaries of graduation rates and dropout rates reported graduation rates for youth with disabilities ranging from 14% to 90% (M = 70.3%) and dropout rates from 0% to 34% across the 50 states and territories. Given these data, it is not surprising that post-school outcome data for youth with disabilities continue to remain low (U.S. Department of Labor [USDOL], Bureau of Labor Statistics, The Economics Daily, 2015) and indicates gaps between students with and without disabilities in postsecondary education and employment (Newman et al., 2011). Furthermore, in a national survey conducted by the Institute for Community Inclusion, findings indicated that of students with disabilities who attend college, only 50% of youth with disabilities attend 4-year colleges or universities, 40% attend 2-year colleges, and 10% attend trade/technical schools (National Council on Disability, 2012). In 2015, the USDOL, Bureau of Labor Statistics, USDOL, The Economics Daily (2015) indicated that only 17.5% of individuals with disabilities were employed full-time post-school, compared with 65% of individuals without disabilities. Based on the need to improve both in-school and postschool outcomes for youth with disabilities, one essential, and federally mandated, requirement to facilitate a student's successful movement from school to adult life is to provide 778029R SEXXX10.

Chad Rose

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