Conducting mixed methods research has the potential to increase the sensitivity of studies to better understand complex contexts. When reporting mixed methods research, which many find challenging, it is essential to integrate the quantitative and qualitative findings in such a way that makes the complex understandable and useable. Often researchers share they have difficulty in reporting mixed methods in a comprehensive, cohesive, and understandable manner. This chapter gives an overview of how to write up a mixed methods research study in a way that provides the reader with a rich understanding of the findings along with the implications they have on the field.

As more institutions of higher education offer comprehensive transition and postsecondary programs for students with intellectual disabilities, a systematic process for strategically planning their postsecondary programs is needed. Guiding principles and an organizational taxonomy are available for program development. However, a mechanism that combines existing literature and research to specifically address program development for students with intellectual disabilities is missing. A nominal group technique approach identified strategies and practices to frame existing categories from a well-researched postsecondary taxonomy. How those categories were incorporated into a planning tool used to assist institutions in developing comprehensive transition and postsecondary programs is presented. Keywords: postsecondary education; strategic planning; intellectual disability; comprehensive transition and postsecondary programs

Most U.S. graduate schools rely on the Graduate Record Examinations (GRE) to predict readiness for graduate degree programs and differentiate between applicants in verbal and quantitative reasoning, critical thinking, and analytical writing skills. Many times, low GRE scores create a barrier to entry into U.S. graduate programs despite research showing that selecting graduate applicants based solely on academic metric thresholds does not guarantee graduate student performance and many low scorers still attain a graduate degree on time (Miller et al., 2019b; Pacheco et al., 2017; Petersen et al., 2018; Wang et al, 2013). In this study, we used a constructivist grounded theory approach to develop a theory on how low GRE-scoring students managed to succeed in their graduate programs. Participants included 17 low-scoring yet successful doctoral students from seven universities across the U.S. The results show students’ self-determination and emotional and financial support and the university’s climate contribute to the success of doctoral students with low GRE scores. This study builds a theory that admission review boards and faculty members can use when weighing standardized testing admission requirements.

More than 20,000 international student-athletes are currently competing at the NCAA level and the numbers are expected to rise (NCAA, 2019), which illustrates the successful combination of higher education and sports in North America since the 1990s (Danylchuk & Grbac, 2016). Some studies have addressed international student-athletes’ experiences at NCAA Division I and II levels (Popp, 2007, Bentzinger, 2016, Hong, 2018), but few have investigated the Division III (DIII) level on the struggles faced by international student-athletes. Thus, the purpose of this study is to explore the experiences of former international student-athletes (ISAs) in order to gain understanding of the potential pitfalls for prospective international student-athletes (PISA) who plan to pursue college sports at NCAA DIII schools. The significance of this study is to provide suggestions for better international college athletic experiences and prevent dropout. Two former international student-athletes were recruited via purposeful sampling strategy in the Midwest, U.S. Human Subject Institute Review Board approval was granted. Data were collected through approximately 60-minute, semi-structured interviews and transcribed using Otter software. Three-dimensional inquiry model (Clandinin & Connelly, 2000) and Leisure Constraint Theory (LCT, Crane & Temple, 2015) guided this study. A non-linear process was utilized to describe, analyze and interpret the data. Two first level approaches were supplied: an inductive approach based on the LCT and a deductive open coding in-vivo. To reduce researchers bias, epoche and bracketing were employed. Applying LCT, pitfalls related to intrapersonal constraints would be negative perspectives on teams or coaches, lack of enjoyment, the mindset change of playing for school rather than for themselves and their failed expectations. For interpersonal constraints, pitfalls would be negative recruiting experiences, difficulties in adapting to cultural differences, academic challenges, and interest shift away from sports to more sustainable career development. For structural constraints, pitfalls would be less time commitment, less practice and game play, dissatisfaction with their academic programs, and lack of outside interest in their sports. To avoid pitfalls and pursue better athletic and academic international experiences, prospective international student-athletes may need to be more open-minded to adapt to the coaching and team culture and adjust to circumstances different than their expectations. They also need to study more about the recruiting process and devote greater efforts in the relationship with coaches, teammates and classmates. Lastly, they should not be in a rush to make a decision before a thorough study of institutions’ athletic and academic programs, and careers.

As an Asian graduate student and a Native professor at a U.S. Midwestern Predominantly White Institution, we reflected upon Masta’s (2018) article, What the Grandfathers Taught Me: Lessons for an Indian Country Researcher, to examine the decolonizing aspects of autoethnography. Masta’s use of autoethnography to explore her experiences provides a deeply personal view into the phenomenon of living and researching Indigenous in an America that is inherently White in character, tradition, structure, and culture. The use of participatory and constructivist Indigenous autoethnography places the lived experience of an Indigenous woman at the center of the study, using the Indigenous lens to respect the cultural values, beliefs, and teachings of a community that remains largely overlooked in Eurocentric research. Such an appreciation and understanding led us to argue that autoethnography is a promising decolonizing methodology which has the potential to inform decolonization and social justice movements.

With transition litigation on the rise in recent years, educators need access to current legal trends in special education. Traditionally, educators have been dependent on researchers and attorneys to report on the implications of legal cases to guide the education and services for students with disabilities. In response to this, the Three Dimensions of FAPE Rubric (FAPE3DR) was created to help educators analyze legal cases in a timely manner. Specifically, the authors applied this rubric to five recent legal cases that were decided in favor of the family or transition-age youth. Findings are reported within the scope of broader transition issues.

News of teenager’s death in California shocked the special education community in early December 2018. Despite the Individuals With Disabilities Education Act’s provision for positive behavior supports for students with disabilities, these inidividuals continue to be secluded and restrained at disproportionately higher rates than their nondisabled peers. Using the Special Ed Connection® database, the authors identified 11 court cases from 2018 and analyzed their contents based on individualized education program (IEP) behavior components, type of restraints used, and prevalence of seclusion. Within these cases, all 12 included students were boys, four IEPs included behavior components, nine students were physically or mechanically restrained, and two were secluded. A review of the four cases that included the use of positive behavior supports is included.

Much of education research in recent years has focused on how the bullying and victimization of LGBTQ+ students and youth with disabilities (YWD) can lead to increased challenges and limited opportunities later in life. However, few studies have focused on how bullying and victimization affects students who both have disabilities and identify as LGBTQ+ or on how specific practices could improve both their experiences in school and their success later in life. YWD face the same challenges when it comes to puberty, social identity, and planning for adult roles as their non-disabled peers, but they are more likely to struggle with developing their identity and thinking about their future, particularly if they identify as LGBTQ+, which is why educators and parents must work together to advocate for changes that promote an inclusive, safe, and just environment for all students. In this article, we offer guidance using evidence-based promising practices (EBPPs) to improve educational settings for LGBTQ+ YWD that is informed by our work at the state, local, and classroom levels. Gran parte de las investigaciones en educación en los últimos años se han enfocado en como el acoso y la victimización de los estudiantes LGBTQ+ y estudiantes con discapacidades pueden llevarlos a un aumento de desafíos y menos oportunidades más tarde en sus vidas. Sin embargo, pocas investigaciones se han enfocado en como el acoso y la victimización afecta a los estudiantes con discapacidades o identificados como LGBTQ+ o en como prácticas específicas pueden mejorar sus experiencias escolares y a la vez su éxito en el futuro. Los estudiantes con discapacidades enfrentan los mismo retos que sus compañeros sin discapacidades cuando se trata de la pubertad, identidad social, y en planear para su rol como adultos, pero tienen más dificultad en luchar con el desarrollo de su identidad y en pensar en su futuro, especialmente si se identifican como LGBTQ+, por lo tanto es importante que los docentes y padres de familia trabajen juntos para abogar para cambios que promuevan un ambiente inclusivo, seguro, y justo para todos los estudiantes. En este artículo, ofrecemos consejos utilizando prácticas prometedoras basadas en evidencias para mejorar el ambiente educativo para estudiantes LGBTQ+ con discapacidades que están informadas en nuestro trabajo al nivel estatal, local y de aula.

Strategic planning is reported as one of the most widely used organizational capacity-building tools (Allison, & Kaye, 2013), often resulting in improved use of data to drive planning (Stein, et al., 2015) and performance and outcomes (Awino & Oeba, 2012;Rigby & Bilodeau, 2013).We conducted state and local capacity building institutes using an online planning system to increase data use for decision making.This study analyzes strategic plans (n=1200) to determine (a) quality and (b) kinds of data used, (c) correlation between data and plan quality, and (d) impact of data use on annual goal attainment.Preliminary findings show (a) correlation between data use and technical soundness, and (b) first-time users created goals to increase data access and quality.

Post-school outcomes are poor for youth with disabilities, in general, but even more discouraging for certain subpopulations of individuals with disabilities, particularly those from culturally and linguistically diverse (CLD) backgrounds. The authors discuss structural inequalities in public schools which potentially contribute to the poorer transition outcomes of CLD youth with disabilities compared with their White peers with disabilities and identify 11 research-based practices (RBPs) for supporting CLD youth with disabilities and their families during the transition planning process. A study is subsequently described involving the development and implementation of a survey measuring the degree to which these 11 RBPs are being implemented in public school districts. The survey was administered during 2011 to 2016 to interdisciplinary transition teams representing more than 90 school districts in the United States who were attending state capacity-building transition services training institutes. Group consensus was sought on the 11 items appearing on the survey. Results from the study found that most school districts were not implementing any of the RBPs to any significant degree, school staff were in need of cultural competence professional development training, CLD families of transition-aged youth with disabilities lacked access to quality resources and supports, and CLD youth with disabilities lacked opportunities to strengthen their self-determination skills. Implications for practice and future research on this topic is presented and discussed.

Education is a transformative process, a pathway for individuals to realize dreams and change trajectories. Yet, it is well-known that education, post-school outcomes, and the journey to attainment are not equal for all. Vulnerable populations, such as individuals with disabilities, demonstrate poorer long-term outcomes including increased high school dropout and lower employment rates (Newman, Wagner, Cameto, & Knockey, 2009).

It's been two decades since Kohler's seminal work was conducted to link transition research to everyday practices. Her Taxonomy for Transition Programming has provided the framework to delivering scientifically-based education and services for transition-age youth with disabilities across the United States and countries around the world (Kohler, 1996).

Ms. Hitchcock is a special education teacher at North Valley High School. Her students range in abilities, but most function at a high level and are included in the general education setting for the entire school day. The North Valley High School special education staff has just undergone professional development to increase knowledge and implementation of evidence-based transition practices, many of which address students’ nonacademic skills. Presenters covered a broad range of skills shown to increase successful student outcomes, including self-advocacy, selfmanagement, safety, social skills, functional math, and home maintenance (Kohler, 1996; National Secondary Transition Technical Assistance Center [NSTTAC], 2010; Test, Fowler, et al., 2009). The expectation is that special education teachers will make certain their students’ nonacademic needs are met as part of their transition education and services. Ms. Hitchcock now understands the importance of nonacademic skills and wants to implement practices to help her students succeed. Specifically, she realizes two of her academically successful students, Damien and Jasmine, may need additional transition services to address nonacademic skills if they are to succeed in the postsecondary setting. Both students spend the majority of their day with their peers in general education courses and are on track to graduate with a standard high school diploma. To many people, these two students appear successful, but based on last year’s transition assessments and individualized education program (IEP) team concerns, both students appear to need additional services in order to be successful once they exit high school. Damien is a sophomore and has autism spectrum disorder. He has a high grade point average (GPA) but struggles to advocate for accommodations and to be accepted by peers. Damien has plans to attend a 4-year university and eventually work as a chemist in the medical field. Although Damien excels academically, the IEP team expressed concerns regarding his interpersonal, collaboration, and self-advocacy skills. Damien admitted being worried about leaving home, making his own appointments, and getting the help he needs to succeed at work. He also expressed concerns about making friends. Jasmine is a junior and receives special education services for her specific learning disability and attention-deficit/ hyperactivity disorder. Jasmine struggles with homework completion, time management, test taking, and paying attention. Despite this, the IEP team felt Jasmine was on track to graduate. Her GPA of 2.6 is sufficient to meet her postsecondary goal of a career in cosmetology. Concern was expressed about Jasmine’s nonacademic skills. Jasmine is shy, struggles to deal with emotions, fails to communicate with others, and has low attention skills. Ms. Hitchcock concludes that in order for Damien and Jasmine to succeed in their identified postsecondary settings, they will need additional services to improve nonacademic skills. 587890 TCXXXX10.1177/0040059915587890Council for Exceptional ChildrenTeaching Exceptional Children research-article2015