Academic and post-secondary participation of students with ABI after the BrainSTEPS program

2021 ◽  
pp. 1-16
Author(s):  
Jessica Salley Riccardi ◽  
Brenda Eagan-Johnson ◽  
Monica Vaccaro ◽  
Angela H. Ciccia
Keyword(s):  
High School ◽  
Secondary Education ◽  
Brain Injury ◽  
School Outcomes ◽  
Post Secondary Education ◽  
Educational Placement ◽  
Post Secondary ◽  
School Based ◽  
Significant Relationships ◽  
High School Outcomes

Abstract Purpose: To describe and analyze educational and post-high school participation of individuals who sustained an acquired brain injury (ABI) during childhood and participated in a state-wide school-based brain injury support program, BrainSTEPS in Pennsylvania (BrainSTEPS). Method: Retrospective analysis of programmatic information and data collected through electronic and phone surveys during a follow-up survey for a statewide, school-based, school consultation program for students with ABI. Participants: Caregivers reported on 190 individuals with ABI who participated in Pennsylvania’s BrainSTEPS Program. Results: Individuals post-ABI who participated in the BrainSTEPS were most likely to have experienced a mild ABI in high school due to sports. Post-injury, students were most likely to be enrolled in regular education, have graduated high school, pursued four-year college education and be attending post-secondary education and living with family. Additional significant relationships were not reported within the concussion or moderate-severe traumatic brain injury subgroups. Significant relationships for educational outcomes included higher likelihood of regular educational placement at the time of referral given an older grade at injury and regular educational placement before injury. For post-high school outcomes, a younger age at survey was associated with current attendance in post-secondary education, compared to other vocational options. Conclusions: Individuals with a history of ABI before school age and during primary and secondary education present with heterogeneous educational and post-high school outcomes. A greater breadth of measures of formal and informal educational and vocational supports and post-high school attainment should be implemented to accurately capture the needs and outcomes of these students to inform supports and services.

scholarly journals Supporting Successful Transitions to Post-Secondary Education for Indigenous Students: Lessons from an Institutional Ethnography in Ontario, Canada

2013 ◽  
Vol 4 (4) ◽  
Author(s):  
Jean-Paul Restoule ◽  
Angela Mashford-Pringle ◽  
Maya Chacaby ◽  
Christine Smillie ◽  
Candace Brunette ◽  
...  
Keyword(s):  
High School ◽  
Secondary Education ◽  
Cultural Identity ◽  
Secondary Students ◽  
Institutional Ethnography ◽  
Post Secondary Education ◽  
Online Surveys ◽  
Institutional Policies ◽  
Indigenous Students ◽  
Post Secondary

This study examines some of the ways institutional policies and practices can support or hinder the successful transition to post-secondary education for Indigenous people. Tracing the path from Indigenous high school student to post-secondary education applicant and utilizing knowledge gained from interviews, focus groups, and online surveys as part of an institutional ethnography approach, we offer recommendations for institutions and applicants to help increase enrollment and enhance the success of Indigenous post-secondary students. We share implications for institutions and post-secondary education applicants utilizing self-identification or cultural identity tracking.

scholarly journals High school cigarette smoking and post-secondary education enrollment: Longitudinal findings from the NEXT Generation Health Study

2017 ◽  
Vol 105 ◽  
pp. 250-256 ◽  
Author(s):  
Melanie D. Sabado ◽  
Denise Haynie ◽  
Stephen E. Gilman ◽  
Bruce Simons-Morton ◽  
Kelvin Choi
Keyword(s):  
High School ◽  
Secondary Education ◽  
Cigarette Smoking ◽  
Health Study ◽  
Post Secondary Education ◽  
Next Generation ◽  
Post Secondary ◽  
Education Enrollment

The Changing Landscape of Plagiarism

2021 ◽  
pp. 185-191
Author(s):  
Patricia G. Coberly-Holt ◽  
Karsen N. Keech
Keyword(s):  
High School ◽  
Secondary Education ◽  
Post Secondary Education ◽  
Review Of The Literature ◽  
Post Secondary ◽  
Professional Journals ◽  
Different Types

Plagiarism is a term that one becomes familiar with in high school with increasing consequences in post-secondary education. As we progress in our education, we are alerted to the dangers of plagiarism, but do we all share the same understanding of the term? A review of the literature demonstrates that not all professional journals, editors, or academicians are aligned with what is considered plagiarism. The issue becomes more complicated when defining the length of copied text that constitutes plagiarism and the intentionality of the act of plagiarism. This chapter reviews the plethora of definitions of plagiarism, different types, and inconsistencies and consequences overtime to bring to light the myriad interpretations and manifestations of the elusive interpretations.

Effective Practices for Helping Students Transition to Post-Secondary Education

2020 ◽  
Author(s):  
Jenn de Lugt
Keyword(s):  
High School ◽  
Secondary Education ◽  
Assistive Technology ◽  
Students With Disabilities ◽  
Independent Living ◽  
Equal Opportunity ◽  
Effective Means ◽  
Careful Consideration ◽  
Post Secondary Education ◽  
Post Secondary

Globally, more and more students with disabilities are choosing to continue on to post-secondary education following high school. Nevertheless, in comparison to their non-disabled peers, young people with disabilities are persistently underrepresented in this area. As with students without disabilities, a post-secondary diploma or degree will enhance opportunities for employment, both in terms of options and income. Bridging the gap between high school and post-secondary education can be daunting for most students, but with the added complexities associated with disabilities, the challenges will be intensified. Hence, a supportive and efficacious transition between secondary and post-secondary settings is not only helpful, but essential. For post-secondary education to be inclusive, it must be accessible. To be accessible, the transition must support the student by taking into account their strengths, challenges, interests, and goals, while considering the post-secondary environment. Successful transition plans must be student-centered, collaborative, begin early, and include measured and specific steps that are individually designed to help individual students bridge the gap. Key elements and considerations include: (a) assessing the environment and the fit; (b) developing the student’s self-advocacy skills; (c) tailoring accommodations based on the academic, social, and independent living skills of the student; and (d) supporting the student emotionally and mentally through the transition and beyond. Additional considerations include the use of assistive technology, mentoring programs, and familiarizing the student with the environment in advance of the change. Although often considered the panacea for the many academic and organizational challenges faced by students with disabilities, assistive technology is most beneficial if introduced early; this allows the student to experiment, select, and become familiar with it before leaving high school. Mentorship programs and supports, both formal and informal, should be given careful consideration as effective means of facilitating the transition. In addition to the academic and social challenges, the disruption of routines and the unfamiliar aspects of the post-secondary environment can be particularly daunting for students with disabilities. To negotiate and mitigate these aspects it might be beneficial to create opportunities for the student to become familiar with the post-secondary institution before going there. By easing and supporting the transition of students with disabilities in these and other ways, some of the barriers they face are ameliorated. Affording equal opportunity for students with disabilities to progress to post-secondary education and the subsequent workforce is not only just, it is a moral obligation and essential to an inclusive society.

Intention, Transition, Retention

2011 ◽  
Vol 7 (1) ◽  
pp. 21-32
Author(s):  
Dale Kirby ◽  
Dennis Sharpe
Keyword(s):  
High School ◽  
Secondary Education ◽  
Transition Process ◽  
School Curriculum ◽  
Post Secondary Education ◽  
High School Curriculum ◽  
Student Transition ◽  
Post Secondary ◽  
Academic Records ◽  
On Line

Studies of student transition to post-secondary education have not examined the transition experiences of students who complete on-line courses as part of their high school curriculum. To address this area of deficit in on-line learning research, in this paper, the authors discuss a multi-year study that examined high school on-line learners’ plans to participate in post-secondary education, their enrollment in post-secondary education, and their persistence in a post-secondary program. Data for these analyses were collected from student surveys as well as high school and university academic records. The results suggest that participation in on-line courses in high school is not a significant factor in the post-secondary education transition process while student academic achievement is consistently influential.

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