Skip to main content
SpringerLink
Log in

Reaching Higher

College and Career Readiness for African American Males with Learning Disabilities

  • Chapter
Transitioning Children with Disabilities

Part of the book series: Studies in Inclusive Education ((STUIE))

  • 505 Accesses

Abstract

In the current educational climate, the focus has shifted from students not only being academically successful but also prepared for postsecondary educational opportunities, such as traditional four-year institutions, community colleges, career or vocational institutions.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 39.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • American School Counselor Association. (2012). The ASCA national model: A framework for school counseling programs (3rd ed.). Alexandria, VA: Author.

    Google Scholar 

  • American School Counselor Association. (2013). The professional school counselor and students with disabilities. Alexandria, VA: Author.

    Google Scholar 

  • Banks, J. (2014). Barriers and supports to postsecondary transition: Case studies of African American students with disabilities. Remedial and Special Education, 35(1), 28–39.

    Article  Google Scholar 

  • Bonner II, F. A. (2014). Academically gifted African American males: Modeling achievement in the historically Black colleges and universities and predominantly White institutions context. In F. A. Bonner II (Ed.), Building on resilience: Models and frameworks of Black male success across the P-20 pipeline (pp. 109–124). Sterling, VA: Stylus Publishing.

    Google Scholar 

  • Bronfenbrenner, U. (1979). The ecology of human development: Experiments in nature and design. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Bryan, J., & Henry, L. (2012). A model for building school-family-community partnerships: Principles and process. Journal of Counseling and Development, 90, 408–420.

    Article  Google Scholar 

  • Cameto, R., Levine, P., & Wagner, M. (2004). Transition planning for students with disabilities: A special topic report from the National Longitudinal Transition Study-2 (NLTS2). Menlo Park, CA: SRI International. Retrieved from http://files.eric.ed.gov/fulltext/ED496547.pdf

    Google Scholar 

  • Epstein, J. L. (2010). Center on school, family, and community partnerships. Retrieved from http://www.csos.jhu.edu/p2000/center.htm

    Google Scholar 

  • Fagan, T. K., & Wise, P. S. (2007). School psychology: Past, present, and future (3rd ed.). Bethesda, MD: National Association of School Psychologists.

    Google Scholar 

  • Fives, C. J. (2008). Vocational assessment of secondary students with disabilities and the school psychologist. Psychology in the Schools, 45, 508–520.

    Article  Google Scholar 

  • Flowers, A. (2014). Gifted, Black, male, and poor in science, technology, engineering, and mathematics: Achieving despite the odds. In F. A. Bonner II (Ed.), Building on resilience: Models and frameworks of Black male success across the P-20 pipeline (pp. 125–139). Sterling, VA: Stylus Publishing.

    Google Scholar 

  • Gardner III, R., & Mayes, R. D. (2013). African American learners. Preventing School Failure, 57(1), 22–29.

    Article  Google Scholar 

  • Geltner, J. A., & Leibforth, T. N. (2008). Advocacy in the IEP process: Strengths-based school counseling in action. Professional School Counseling, 12(2), 162–165.

    Article  Google Scholar 

  • Harrigan, P. G. (2004). A historical and legal examination of the free appropriate public education and the least restrictive environment provisions of the individuals with disabilities education act from 1975 to 2003 (Ed.D. Dissertation). Dowling College, New York, NY.

    Google Scholar 

  • Hines, E. M., & Holcomb-McCoy, C. (2013). Parental characteristics, ecological factors, and the academic development of African American males. Journal of Counseling and Development, 91(1), 68–77.

    Article  Google Scholar 

  • Joyce, D. K., & Grapin, S. (2012). Facilitating successful postsecondary transitions for students with disabilities. NASP Communiqué, 41(3), 20–23.

    Google Scholar 

  • Landmark, L. J., & Zhang, D. (2012). Compliance and practices in transition planning: A review of Individualized Education Program documents. Remedial and Special Education, 34(2), 113–125.

    Article  Google Scholar 

  • Lillenstein, D. J., & Levinson, E. M. (2006). School psychologist involvement in transition planning: A comparison of attitudes and perceptions of school psychologists and transition coordinators. The Journal for Vocational Special Needs Education, 29(1), 4–16.

    Google Scholar 

  • Martin, E. W., Martin, R., & Terman, D. L. (1996). The legislative and litigation history of special education. The Future of Children, 6(1), 25–39.

    Article  Google Scholar 

  • Mayes, R. D., & Moore III, J. L. (2016). The intersection of race, disability, and giftedness: Understanding the education needs of twice-exceptional, African American students. Gifted Child Today, 39(2), 98–104.

    Article  Google Scholar 

  • Mayes, R. D., Hines, E. M., & Harris, P. C. (2014). Working with twice-exceptional African American students: Information for school counselors. Interdisciplinary Journal of Teaching and Learning, 4(2), 125–139.

    Google Scholar 

  • McEachern, A. G., & Kenny, M. C. (2007). Transition groups for high school students with disabilities. The Journal for Specialists in Group Work, 32, 165–177.

    Article  Google Scholar 

  • Miller Dyce, C. (2013). Disappearing into the unknown: The state of Black male achievement in American public schools. Multicultural Perspectives, 15(3), 165–167.

    Article  Google Scholar 

  • Milsom, A., & Dietz, L. (2009). Defining college readiness for students with learning disabilities: A Delphi study. Professional School Counseling, 12(4), 315–323.

    Article  Google Scholar 

  • Morningstar, M. E., Lombardi, A., Fowler, C. H., & Test, D. W. (2015). A college and career readiness framework for secondary students with disabilities. Career Development and Transition for Exceptional Individuals. Retrieved from http://cde.sagepub.com/content/early/2015/06/15/2165143415589926.abstract

    Google Scholar 

  • National Education Association. (n.d.). Special education and the individuals with disabilities education act. Retrieved from http://www.nea.org/specialed/index.html

  • National Association of School Psychologists. (2010). NASP practice model: Improving outcomes for students and schools. Retrieved from http://www.nasponline.org/standards-and-certification/nasppractice-model

  • National Association of School Psychologists. (2014). What is a school psychologist? Retrieved from http://www.nasponline.org/resources/handouts/whatis_print.pdf

  • National Center for Learning Disabilities. (2014). The state of learning disabilities (3rd ed.). New York, NY: Author.

    Google Scholar 

  • Newman, L., Wagner, M., Knokey, A. M., Marder, C., Nagle, K., Shaver, D., Wei, X., Cameto, R., Contreras, E., Ferguson, K., Greene, S., & Schwarting, M. (2011). The post-high school outcomes of young adults with disabilities up to 8 years after high school: A report from the national longitudinal transition study-2 (NLTS2) (NCSER 2011-3005). Menlo Park, CA: SRI International. Retrieved from http://ies.ed.gov/ncser/pubs/20113005/pdf/20113005.pdf

    Google Scholar 

  • Owens, D., Thomas, D., & Strong, L. A. (2011). School counselors assisting students with disabilities. Educator, 132(2), 235–240.

    Google Scholar 

  • Palmer, R. T., Davis, R. J., Moore III, J. L., & Hilton, A. A. (2010). A nation at risk: Increasing college

    Google Scholar 

  • participation and persistence among African American males to stimulate U.S. global competitiveness. Journal of African American Males in Education, 1(2), 105–124.

    Google Scholar 

  • Roderick, M., Nagaoka, J., & Coca, V. (2009). College readiness for all: The challenge for urban high schools. The Future of Children, 19(1), 185–210.

    Article  Google Scholar 

  • Rumrill, P., Palmer, C., Roessler, R., & Brown, P. (1999). Self-advocacy & conflict resolution training: Strategies for the classroom accommodation request. Project Accommodations Planning Training (APT), University of Arkansas, Fayetteville, AR.

    Google Scholar 

  • Santos de Barona, M., & Barona, A. (2006). School counselors and school psychologists: Collaborating to ensure minority students receive appropriate consideration for special educational programs. Professional School Counseling, 10(1), 3–13.

    Google Scholar 

  • Staab, M. J. (1996). The role of the school psychologist in transition planning (Doctoral dissertation, University of Kansas). Dissertation Abstracts International, 58, 251.

    Google Scholar 

  • Stambaugh, T., & Ford, D. Y. (2015). Microaggressions, multiculturalism, and gifted individuals who are Black, Hispanic, or low income. Journal of Counseling & Development, 93, 192–201.

    Article  Google Scholar 

  • Taub, D. J. (2006). Understanding the concerns of parents of students with disabilities: Challenges and roles for school counselors. Professional School Counseling, 10(1), 52–57.

    Article  Google Scholar 

  • The College Board National Office of School Counselor Advocacy. (2010). The eight components of college and career readiness. Retrieved from http://nosca.collegeboard.org/eight-components

  • The Individuals with Disabilities Education Improvement Act. (IDEA, 2004). IDEA regulations: Secondary transition. Retrieved from http://idea.ed.gov/explore/view/p/%2Croot%2Cdynamic%2CTopicalBrief%2C17%2C

  • Trainor, A. A. (2005). Self-determination perceptions and behaviors of diverse students with LD during the transition planning process. Journal of Learning Disabilities, 38, 233–249. doi:10.1177/00222194050380030501

    Article  Google Scholar 

  • Trainor, A. A., Morningstar, M. E., & Murray, A. (2015). Characteristics of transition planning and services for students with high-incidence disabilities. Learning Disabilities Quarterly. Retrieved from http://ldq.sagepub.com/content/early/2015/09/23/0731948715607348.abstract

    Google Scholar 

  • Trotman Scott, M, Mayes, R. D., Griffith, K. G., Garrett, M. T., & Watkins, J. (2015). Effective involvement with urban special education services: What every school counselor should know to support Black male students. In M. Henfield & A. Washington (Eds.), Black male student success in the 21st century urban schools: School counseling for equity, access, and achievement (pp. 173–194).

    Google Scholar 

  • Charlotte, NC: Information Age Publishing.

    Google Scholar 

  • U.S. Department of Education, National Center for Education Statistics. (2010). National postsecondary student aid study. Washington, DC: Author.

    Google Scholar 

  • U.S. Department of Labor. (2012). Persons with a disability: Labor force characteristics. Washington, DC: Author.

    Google Scholar 

  • Wagner, M., Newman, L., Cameto, R., Javitz, H., & Valdes, K. (2012). A national picture of parent and youth participation in IEP and transition planning meetings. Journal of Disability Policy Studies, 23(3), 140–155.

    Article  Google Scholar 

  • Walker, A. R., & Test, D. W. (2011). Using a self-advocacy intervention on African American college students’ ability to request academic accommodations. Learning Disabilities Research & Practice, 26(3), 134–144.

    Article  Google Scholar 

  • Wilkins, J., & Huckabee, S. (2014). A literature map of dropout prevention interventions for students with disabilities. Clemson, SC: National Dropout Prevention Center for Students with Disabilities, Clemson University.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. University of Virginia, USA

    Paul C. Harris

  2. Ball State University, USA

    Renae D. Mayes

  3. Texas State University, USA

    Desireé Vega

  4. University of Connecticut, USA

    Erik M. Hines

Authors
  1. Paul C. Harris
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Renae D. Mayes
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Desireé Vega
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Erik M. Hines
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. Howard University, Washington, DC, USA

    Antonio L. Ellis

Rights and permissions

Reprints and permissions

Copyright information

© 2017 Sense Publishers

About this chapter

Cite this chapter

Harris, P.C., Mayes, R.D., Vega, D., Hines, E.M. (2017). Reaching Higher. In: Ellis, A.L. (eds) Transitioning Children with Disabilities. Studies in Inclusive Education. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6351-134-6_13

Download citation

  • DOI: https://doi.org/10.1007/978-94-6351-134-6_13

  • Publisher Name: SensePublishers, Rotterdam

  • Online ISBN: 978-94-6351-134-6

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation