Papers by Mary E . Morningstar
Intellectual and Developmental Disabilities, 2018
The increasingly diverse population in the United States calls for schools to address the breadth... more The increasingly diverse population in the United States calls for schools to address the breadth of cultural histories students bring with them to the classroom. High school students with disabilities are also diverse in terms of cultural histories, race, ethnicities, religions, and citizenship. These
factors intersect as families engage in planning for the transition to adulthood. A requisite for culturally diverse families with young adults who receive services under the educational category of intellectual disability (ID) are school professionals who can meaningfully collaborate. This review of literature from peer-reviewed journals seeks to understand if culturally responsive practices are utilized with culturally and linguistically diverse (CLD) families during transition planning. This review also explored whether culturally sustaining practices strengthen partnerships between
teachers and CLD families and adolescents with disabilities, including those with ID. Implications are associated with how teachers can perceive diversity from a strengths perspective as a vital component of transition planning.
Hammill Institute on Disabilities, 2018
The field of transition—and DCDT—was built upon a foundation established by theories of career de... more The field of transition—and DCDT—was built upon a foundation established by theories of career development that emerged in the 1950s and 1960s and paved the way for the work/study movement of the 1960s and the vocational and career education for students with disabilities movement that dominated the 1970s and, eventually, the transition services movement. Today’s leaders in vocational psychology and career guidance suggest that market and global economic forces associated with a postmodern world have created a crisis in career development models and methods. This article discusses the evolution of how career development has been understood, and the potential importance of a life design framework and its emphasis on career construction, rather than career development, for the future of transition services.
AERA Open, 2018
Current practices of college and career readiness (CCR) emerged from within secondary school refo... more Current practices of college and career readiness (CCR) emerged from within secondary school reform efforts. During a similar timeframe, evidence-based schoolwide interventions—positive behavioral interventions and supports (PBIS) and response to interventions (RTI)—were developed, first targeting elementary initiatives and then translated to secondary schools. We provide an overview of a recently established CCR framework underscoring both academic and nonacademic factors necessary for student success. To operationalize CCR approaches within secondary schools, an effort must be made to utilize existing interventions and strategies as well as data-informed efforts included within multitiered systems of support (MTSS). Therefore, we examine how CCR can be extended within secondary MTSS approaches and extend current methods by recommending measures aligning CCR elements within essential data-based decision making and fidelity of implementation tenets of MTSS. By embedding CCR within established MTSS approaches, improved post-school outcome for all students, including those with disabilities, can be achieved.
Inclusion, 2018
Grounded in research and federal law, inclusive education is a right and preferred placement for ... more Grounded in research and federal law, inclusive education is a right and preferred placement for all learners with disabilities receiving special education services. However, most students in the U.S. education system do not have access to inclusive education and few models are available to demonstrate how schools can develop and implement inclusive services. The purpose of this study was to describe the outcomes of one such endeavor, the SWIFT technical assistance model, aimed at transforming schools to develop inclusive, effective instruction for all students. Multilevel multinomial modeling was used to predict rates of inclusion over time for a subset of students with disabilities in schools participating in SWIFT technical assistance. The findings suggest schools did become more inclusive in their services, with many students predicted to be served in less restrictive general education placements and others no longer requiring special education services. Implications for inclusive education are provided.
This preliminary study investigated 118 special education doctoral students' knowledge of and att... more This preliminary study investigated 118 special education doctoral students' knowledge of and attitudes towards self-determination. In addition, this study examined the relationship between self-determination coursework and how prepared doctoral students perceived themselves for implementing self-determination for their future careers. The results indicated that although the majority of respondents possessed adequate knowledge of self-determination concepts, they reported lacking confidence in identifying how it can be taught and assessed. Most of the respondents indicated that they would integrate self-determination knowledge and skills into their future teaching; however, more than half of the doctoral students felt that they were unprepared with regard to the instruction of self-determination for their future careers. The preservice courses were related to doctoral students' perceptions of self-determination. The results of this study showed a gap in current doctoral students' knowledge about selfdetermination and confidence related to application of this topic.
Using the least restrictive environments (LRE) data from annual Reports to Congress, this study e... more Using the least restrictive environments (LRE) data from annual Reports to Congress, this study examined national trends in placement between 2000-2014 for school-aged students considered to have significant disabilities from among the categories of autism (ASD), intellectual disability (ID), multiple disabilities (MD), and deaf-blindness (DB). Educational placement trends were calculated using a log ratio index, and students with significant disabilities were compared to groups of students from the other disability groups. Results confirmed that access to general education settings is lacking for this group of students. Implications for policies and practices as well as suggested future research are provided.
Transition Programs Needs Assessment-2 (QI-2). Quality transition program indicators were identif... more Transition Programs Needs Assessment-2 (QI-2). Quality transition program indicators were identified through a systematic synthesis of transition research, policies, and program evaluation measures. To verify reliability and validity of the QI-2, we administered rigorous methods including a content analysis, an expert review, and instrument field-test. Forty-seven indicators were categorized into seven domains: (a) transition planning, (b) transition assessment, (c) family involvement, (d) student involvement, (e) transition-focused curriculum and instruction, (f) interagency collaboration, and (g) systems level infrastructure. The QI-2 was found to be reliable and valid for use by transition stakeholders, districts, and states for evaluating quality of transition programs and identify areas for program improvement
requirements ensuring all students with disabilities participate and progress in general educatio... more requirements ensuring all students with disabilities participate and progress in general education curriculum. Broadly speaking, improvements toward greater access have been found for many students with disabilities, however the extent to which this holds true for students with extensive and pervasive support needs is not evident. Past research associated with LRE for students with extensive and pervasive support needs was considered when replicating previous research using the cumulative placement rate to analyze LRE data for students with extensive and pervasive support needs (autism, intellectual disability, deaf blindness, and multiple disabilities). Results indicate that student with extensive and pervasive support needs have substantially less positive LRE placement trends over the past 15 years with most placed in separate classrooms and settings. Recommendations for transforming federal and state policies and procedures are shared.
Transition planning for young adults with disabilities has been identified as a critical element ... more Transition planning for young adults with disabilities has been identified as a critical element if students are to successfully move from the safety-net of high school into adult life. Focusing on transition has become a priority for two disciplines: education and medicine. Yet, despite the importance these two fields have placed on it, few studies have addressed the transition planning issues specifically related to students with disabilities supported by medical technology. This research employed longitudinal interview techniques to gather information regarding the transition experiences of family members and students supported by medical technology. Three major themes emerged: (a) future expectations of students and parents; (b) implementation of transition planning; and (c) participation and involvement in transition planning. The unexpected factor of a student's level of cognitive impairment appeared to impact several of the findings. Overall, results of this study indicated that the majority of students supported by medical technology appeared to be receiving minimal planning during transition. The findings are discussed in terms of implications both for planning for the transition from school to adult life as well as the transition to adult health care systems.
This study confirmed the reliability and validity of the Quality Indicators of Exemplary Transiti... more This study confirmed the reliability and validity of the Quality Indicators of Exemplary Transition Programs Needs Assessment–2 (QI-2). Quality transition program indicators were identified through a systematic synthesis of transition research, policies, and program evaluation measures. To verify reliability and validity of the QI-2, we administered rigorous methods including a content analysis, an expert review, and instrument field test. Forty-seven indicators were categorized into seven domains: (a) transition planning, (b) transition assessment, (c) family involvement, (d) student involvement, (e) transition-focused curriculum and instruction, (f) interagency collaboration, and (g) systems-level infrastructure. The QI-2 was found to be reliable and valid for use by transition stakeholders, districts, and states for evaluating quality of transition programs and identifying areas for program improvement.
requirements ensuring all students with disabilities participate and progress in general educatio... more requirements ensuring all students with disabilities participate and progress in general education curriculum. Broadly speaking, improvements toward greater access have been found for many students with disabilities, however the extent to which this holds true for students with extensive and pervasive support needs is not evident. Past research associated with LRE for students with extensive and pervasive support needs was considered when replicating previous research using the cumulative placement rate to analyze LRE data for students with extensive and pervasive support needs (autism, intellectual disability, deaf blindness, and multiple disabilities). Results indicate that student with extensive and pervasive support needs have substantially less positive LRE placement trends over the past 15 years with most placed in separate classrooms and settings. Recommendations for transforming federal and state policies and procedures are shared.
This preliminary study investigated 118 special education doctoral students' knowledge of and att... more This preliminary study investigated 118 special education doctoral students' knowledge of and attitudes towards self-determination. In addition, this study examined the relationship between self-determination coursework and how prepared doctoral students perceived themselves for implementing self-determination for their future careers. The results indicated that although the majority of respondents possessed adequate knowledge of self-determination concepts, they reported lacking confidence in identifying how it can be taught and assessed. Most of the respondents indicated that they would integrate self-determination knowledge and skills into their future teaching; however, more than half of the doctoral students felt that they were unprepared with regard to the instruction of self-determination for their future careers. The preservice courses were related to doctoral students' perceptions of self-determination. The results of this study showed a gap in current doctoral students' knowledge about selfdetermination and confidence related to application of this topic.
The purpose of this study was to evaluate the effectiveness of using video modeling delivered thr... more The purpose of this study was to evaluate the effectiveness of using video modeling delivered through a portable media player (Apple video iPod) as a means of teaching job-related tasks to four young adults with autism spectrum disorders. The videos were enhanced by adding written instructions. Results indicated that using the iPod was associated with immediate and substantial gains in the percentage of steps completed correctly. All of the participants demonstrated maintenance of the acquired tasks. In addition, all four of the young adults were able to use the video iPod independently. Social validity data indicated that using an iPod was a socially acceptable and appropriate way to deliver a video modeling intervention in some community employment settings
This paper describes some issues related to financing school and postschool needs for young adult... more This paper describes some issues related to financing school and postschool needs for young adults who use medical technology, and the challenges families , professionals, and students face in planning for life after school. These descriptions are based on a study of young adults who use ventilators and gastrostomy tubes (g-tubes) as medical technologies to replace or supplement lost physiological functions. We conducted the interviews over a 2-year period (1995–1997), during which time students, parents, and professionals discussed supportive policies and barriers to the student's transition to adulthood. Students using ventilators were found to have different experiences from students using gastrostomy tubes, suggesting that use of medical technology is not the sole factor influencing the transition process to adulthood. Instead, presence or absence of cognitive disabilities and the student's eligibility and involvement with vocational rehabilitation service agencies are more influential factors than the technology they use.
The availability of professionals trained to design and deliver transition services is important ... more The availability of professionals trained to design and deliver transition services is important to implementing the federal mandate for transitionservices.Yet,thereislimitedinformationavailableonthestateofthe nation with regard to personnel preparation in transition. To address this lack ofinformation,a nationalsurveyofcollegesanduniversitieswas conductedto determine (a) which transition-related competencies are considered to be mostimportantand(b)howmuchinstructionaltimeisdevotedtotransition content. Responses received from a total of 573 institutions of higher education across the United States and Puerto Rico indicated that administrators and facultyappear to be attendingto transition issues.
Using the least restrictive environments (LRE) data from annual Reports to Congress, this study
e... more Using the least restrictive environments (LRE) data from annual Reports to Congress, this study
examined national trends in placement between 2000-2014 for school-aged students considered to have significant disabilities from among the categories of autism (ASD), intellectual disability (ID), multiple disabilities (MD), and deaf-blindness (DB). Educational placement trends were calculated using a log ratio index, and students with significant disabilities were compared to groups of students from the other disability groups. Results confirmed that access to general education settings is lacking for this group of students. Implications for policies and practices as well as suggested future research are provided.
Reauthorization of IDEA in 2004 established procedural mandates and accountability
requirements e... more Reauthorization of IDEA in 2004 established procedural mandates and accountability
requirements ensuring all students with disabilities participate and progress in general education curriculum. Broadly speaking, improvements toward greater access have been found for many students with disabilities, however the extent to which this holds true for students with extensive and pervasive support needs is not evident. Past research associated with LRE for students with extensive and pervasive support needs was considered when replicating previous research using the cumulative placement rate to analyze LRE data for students with extensive and pervasive support needs (autism, intellectual disability, deaf blindness, and multiple disabilities). Results indicate that student with extensive and pervasive support needs have substantially less positive LRE placement trends over the past 15 years with most placed in separate classrooms and settings. Recommendations for transforming federal and state policies and procedures are shared.
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Papers by Mary E . Morningstar
factors intersect as families engage in planning for the transition to adulthood. A requisite for culturally diverse families with young adults who receive services under the educational category of intellectual disability (ID) are school professionals who can meaningfully collaborate. This review of literature from peer-reviewed journals seeks to understand if culturally responsive practices are utilized with culturally and linguistically diverse (CLD) families during transition planning. This review also explored whether culturally sustaining practices strengthen partnerships between
teachers and CLD families and adolescents with disabilities, including those with ID. Implications are associated with how teachers can perceive diversity from a strengths perspective as a vital component of transition planning.
examined national trends in placement between 2000-2014 for school-aged students considered to have significant disabilities from among the categories of autism (ASD), intellectual disability (ID), multiple disabilities (MD), and deaf-blindness (DB). Educational placement trends were calculated using a log ratio index, and students with significant disabilities were compared to groups of students from the other disability groups. Results confirmed that access to general education settings is lacking for this group of students. Implications for policies and practices as well as suggested future research are provided.
requirements ensuring all students with disabilities participate and progress in general education curriculum. Broadly speaking, improvements toward greater access have been found for many students with disabilities, however the extent to which this holds true for students with extensive and pervasive support needs is not evident. Past research associated with LRE for students with extensive and pervasive support needs was considered when replicating previous research using the cumulative placement rate to analyze LRE data for students with extensive and pervasive support needs (autism, intellectual disability, deaf blindness, and multiple disabilities). Results indicate that student with extensive and pervasive support needs have substantially less positive LRE placement trends over the past 15 years with most placed in separate classrooms and settings. Recommendations for transforming federal and state policies and procedures are shared.
factors intersect as families engage in planning for the transition to adulthood. A requisite for culturally diverse families with young adults who receive services under the educational category of intellectual disability (ID) are school professionals who can meaningfully collaborate. This review of literature from peer-reviewed journals seeks to understand if culturally responsive practices are utilized with culturally and linguistically diverse (CLD) families during transition planning. This review also explored whether culturally sustaining practices strengthen partnerships between
teachers and CLD families and adolescents with disabilities, including those with ID. Implications are associated with how teachers can perceive diversity from a strengths perspective as a vital component of transition planning.
examined national trends in placement between 2000-2014 for school-aged students considered to have significant disabilities from among the categories of autism (ASD), intellectual disability (ID), multiple disabilities (MD), and deaf-blindness (DB). Educational placement trends were calculated using a log ratio index, and students with significant disabilities were compared to groups of students from the other disability groups. Results confirmed that access to general education settings is lacking for this group of students. Implications for policies and practices as well as suggested future research are provided.
requirements ensuring all students with disabilities participate and progress in general education curriculum. Broadly speaking, improvements toward greater access have been found for many students with disabilities, however the extent to which this holds true for students with extensive and pervasive support needs is not evident. Past research associated with LRE for students with extensive and pervasive support needs was considered when replicating previous research using the cumulative placement rate to analyze LRE data for students with extensive and pervasive support needs (autism, intellectual disability, deaf blindness, and multiple disabilities). Results indicate that student with extensive and pervasive support needs have substantially less positive LRE placement trends over the past 15 years with most placed in separate classrooms and settings. Recommendations for transforming federal and state policies and procedures are shared.