This study evaluated the effectiveness of a social communication intervention for improving the social skills and employability of four adolescents with Autism Spectrum Disorders (ASD). A multiple baseline across participants design was used to investigate the effectiveness of social communication skill development on equitable exchange in social conversations in a school training setting and an employment setting. Components from the "Social Thinking" curriculum that taught social communication through development of verbal interactions using supportive comments, follow-up questions, and bridging comments were combined with peer modeling and self-evaluation to provide the components of the intervention. The findings indicated that growth occurred for three of the four participants in their use of the aforementioned social communication skills in the school training setting; further growth generalized for two of the four participants to the employment setting.

To help students see their worlds differently and to expand those views beyond their own backyards, educators can expose them to quality multicultural children’s literature. In this article, we focus on a subtopic within the genre of multicultural children’s literature: literature including people with disabilities. We chose seven recent texts that fall under this category to evaluate. To evaluate multicultural literature including people with disabilities, Ramsey’s (2010) reader criteria were used. Finally, we share three distinct techniques with suggestions for incorporating these texts: reciprocal teaching, literature circles, and critical literacy strategies. These practices can help teachers use the previously reviewed texts effectively in their classrooms.

This study measured the attitudes of teachers of students with significant disabilities using the Attitudes of Teachers of Students with Significant Disabilities about Aspects of Their Jobs survey. Teachers who worked with at least one student with significant disabilities were contacted via e-mail and other on-line means across four geographical areas in the United States. The survey results were compared with the teacher's reported rates of student inclusion and geographical areas. The post - hoc analysis produced significant results, displaying that teachers whose students were included in general education were more likely to display positive overall attitudes related to their jobs. Teachers in suburban and rural areas with students included more fully were more likely to display positive attitudes towards their job design. These results expand the field of inclusion research from having positive impact on students, to demonstrating a significant relationship between increased rates of inclusion and positive teacher attitudes toward aspects of their job

This study examined the relationship between high school transition preparation (school and family based) and selfdetermination among postsecondary students with disabilities. Seventy-six participants from 4-year universities completed a two-part online survey. The first part of the survey measured three dependent variables: psychological empowerment, hope, and locus of control. The second part measured the independent variable quality of high school transition preparation. Correlational analyses were conducted between the quality of a student's high school transition preparation and perceived self-determination (i.e., psychological empowerment, hope, and locus of control). Although significant correlations existed among the scales used to measure self-determination, the relationships between high school preparation and the role of families and self-determination was of interest.