“…they told us we had to use it.” Special educators’ vocational assessment practices

OSF Preprints (OSF Preprints) · 2026-03-21

The purpose of this qualitative study was to explore the factors that contribute to the ways in which special educators conduct vocational assessments with their students with significant support needs. A total of eight special educators who serve transition-age students with significant support needs participated in this study. Findings revealed that special educators conduct vocational assessments as recommended in the literature. They use a combination of informal and formal vocational assessments, involve multiple persons, and individualize assessments to meet the needs of their students best. Additionally, we found that various factors were associated with their vocational assessment practices, including students' wants and needs, input from various team members, or school district requirements. The findings from this study contribute to a further understanding of the ways in which special educators conduct vocational assessments with students with significant support needs. Information can aid practitioners in better planning and deciding how they will provide vocational assessments to their students to gather the most effective data in supporting them. Further, the findings from this study can guide future researchers to conduct studies that will best support practitioners in using vocational assessments for their students with significant support needs.

“. . .They Told Us We Had to Use It.” Special Educators’ Vocational Assessment Practices

Career Development and Transition for Exceptional Individuals · 2026-04-28

The purpose of this qualitative study was to explore the factors that shape how special educators conduct vocational assessments with students with disabilities. A total of eight special educators participated. Findings revealed that special educators use a combination of informal and formal vocational assessments, involve multiple persons, and individualize assessments to best meet the needs of their students. In addition, we found that various factors were associated with these vocational assessment practices, including students’ wants and needs, input from various team members, or school district requirements. The findings from this study contribute to a deeper understanding of how special educators conduct vocational assessments. Information can aid practitioners in better planning and deciding how to provide services. Findings from this study may also guide future researchers to conduct studies that will best support practitioners in using vocational assessments for their students with significant support needs.

Supporting Disabled Learners Through the Variations Planning Tool and Universal Design

Oxford University Press eBooks · 2025-08-05

Abstract This chapter discusses one method instructors can use to consider variations in student needs, abilities, and interests when designing courses, delivering course content, and assessing learning. First, the chapter introduces the Variations Planning Tool (VPT) as a mechanism for instructors to critically examine whom they are privileging and whom they are simultaneously taxing based on their instructional practices; this analysis supports instructors to identify barriers to access and participation within their instruction. Next, the chapter will present universal design as a mechanism to address and lower these identified barriers within the instructional environment. Finally, the chapter discusses impacts of emergency remote instruction, caused by the COVID-19 pandemic, examples of enabling, mitigating, and disabling instructional strategies, and accessibility and inclusivity inherent in the emergency remote instruction practices.

Transforming Institutions of Higher Education Into Equity-Centered Learning Organizations to Promote the Whole Selves of Disabled Students

Oxford University Press eBooks · 2025-08-05

Abstract Disability resource offices are often set up to follow standard protocols that may not prioritize a one-on-one process with students, especially when time and budgets are limited. However, such mechanistic, compliance-based disability services practices are inappropriate in addressing complex, nuanced, and constantly evolving student needs. Therefore, the purpose of this chapter is to examine how the cultural shift in institutions of higher education toward collaborative learning may shed new light on disability services practices on college campuses. A central argument we will develop in this chapter is that the cultivation of an equity-centered collaborative learning culture within institutions of higher education would allow disabled students to more fully embrace and enact their whole selves, thus enhancing their overall accessibility experiences. Our proposed whole self approach has implications for disability resource professionals and higher education administrators are discussed.

Students’ Perceptions of Different Grading Systems in Higher Education

College Teaching · 2024-06-22

Understanding students' perspectives of grading policies and practices in higher education is necessary for creating equitable learning experiences that support a variety of learners. Through a researcher-made survey, students (n = 56) reported how their course instructors' grading policies related to perceptions of student agency, emotional health, and content learning. Instructors of those courses utilized one of three approaches: traditional (e.g., points and letter grade systems), alternative (e.g., ungrading, removal of points and letters), or blended (i.e., a combination of traditional and alternative grading approaches). We analyzed students' responses using a Universal Design for Instruction framework. Students perceived there to be benefits and challenges to all approaches, further demonstrating that designing a grading system is complex and a necessary consideration during course planning and preparation for increased student equity and agency.

PERCEPTIONS OF HIGHER EDUCATION PROFESSIONALS ON THE UTILITY OF THE ACTIVITIES, PROGRAMS, OR POLICIES TOOL TO PROMOTE SELF-DETERMINATION FOR COLLEGE STUDENTS WITH DISABILITIES

Neag School of Education Journal · 2024-02-20

Self-determination has been associated with academic success for college students with and without disabilities. The APP Tool was designed to allow higher education professionals to examine which campus Activities, Programs, or Policies (APPs) promote, and which might hinder, the development of student self-determination. This study used the qualitative basic interpretive approach (Merriam & Tisdell, 2016) to analyze data from semi-structured interviews of three focus groups of higher education professionals (practitioners) that were conducted to ascertain their impressions of the utility of the tool. Use of the APP Tool led practitioners to reflect on what self-determination included and what campus efforts were currently fostering these skills. Implications of the APP Tool included use as (1) a progress monitoring tool for student self-determination skills and (2) an evaluation tool for current campus programming.

Are Disabled Graduate Students Using Disability Services and What are Their Additional Needs?

2023-09-07 · 1 citations

Approximately 12% of graduate students identify with disabilities. While little research literature exists regarding the experiences and service use of this population, several qualitative studies have revealed that graduate students with disabilities are unlikely to self-disclose their disabilities and even less likely to register with Offices of Disability Services to receive reasonable accommodations. These individuals have reported not disclosing to avoid disability-related stigma and discrimination, as well as concerns that their needs will be misunderstood by these offices and conflated with those of undergraduate students with disabilities. The current study analyzed a survey of graduate students with disabilities at a large institution in the Northeast that examined if participants registered for services, to whom they disclosed their disabilities, and what services they want and need to be available. Results indicated that more than half of the sample did not register with ODS, citing that they were unaware of services or how to register for them, or to avoid stigma and discrimination. Participants also described needing a range of services and supports that are specific to their needs as graduate students with disabilities. Implications for researchers and practitioners and limitations are discussed.

Available supports and resources for postsecondary students with traumatic brain injury: A systematic review of the literature

Journal of Vocational Rehabilitation · 2021 · 1 citations

• Psychology
• Medical education
• Clinical psychology

BACKGROUND: Postsecondary students with traumatic brain injuries (TBI) are a rapidly growing population, encompassing those who sustained injuries prior to attending postsecondary education and those who endure injuries during their postsecondary studies. Not only do these individuals face a broad range of symptoms, all of which can affect academic achievement, but they also do not achieve comparable academic outcomes to their peers without disabilities. OBJECTIVE: There is a need to develop and examine the effectiveness of available supports and resources to meet the needs of these students. METHODS: Twenty-three articles were systematically reviewed to illustrate what supports are currently described in the literature for postsecondary students with TBI and what research methods were used to assess the effectiveness of these supports. RESULTS: Three categories of supports emerged, including concussion management protocols, typical study/learning strategies and accommodations, and interventions developed specifically for this population. Findings also indicated a lack of rigorous research methods used to assess these interventions’ effects. CONCLUSIONS: Implications for future research include a need for additional study of all supports and resources described in this review, and assessment of whether or not education professionals, including postsecondary disability services professionals, are aware of and using the tools and strategies addressed in this review.

The Spectrum of Disability Documentation Requirements at 12 Institutions A Thematic Analysis

Learning Disabilities A Multidisciplinary Journal · 2021-09-24 · 2 citations

The two laws primarily governing disability services in postsecondary education, the Americans with Disabilities Act Amendments Act (ADAAA) and Section 504 of the Rehabilitation Act of 1973, permit institutions of higher education to determine disability documentation requirements on an individual basis. Many institutions have utilized documentation guidelines delineating a range of domains to be addressed, and often, suggestions for specific tests to be included, as well as strict recency requirements. Following passage of the ADAAA in 2008, the Association on Higher Education and Disability (AHEAD) published documentation guidance practices that reflected the updated ADAAA. The current qualitative study examined the perspectives of 12 directors of disability services (DDS) at postsecondary institutions in the United States regarding the disability documentation requirements at their respective schools and their perspectives on why the standards were adopted. Findings revealed a wide spectrum from flexibility to rigidity in requirements from those who employ traditional guidelines to those who apply selective degrees of the AHEAD guidance. Benefits and drawbacks of documentation and the AHEAD guidance are discussed, as well as suggestions for practitioners and institutions seeking to implement the AHEAD guidance.

Main and Moderating Effects of an Online Transition Curriculum on Career Readiness

Career Development and Transition for Exceptional Individuals · 2020 · 14 citations

• Psychology
• Medical education
• Pedagogy

In this study, students with and without disabilities ( n = 816) in general and special education settings in Grades 9 through 12 were participants in a quasi-experimental design to examine the main effects of an online curriculum intervention with transition-related content on career readiness. Setting and teacher characteristics were examined for moderating effects. Results showed a main effect across settings (general and special education, self-contained, resource rooms) as well as differentiating effects based on teacher fidelity and the number of lessons taught. Implications are discussed with regard to the need for further examination of these contextual factors in high schools so all students, with and without disabilities, are provided career readiness opportunities.