Equity and Impact of Linked Learning for Students With Disabilities: An Investigation of Implementation Fidelity

• In Event: 18.052 - School Leadership for Equity in Student Learning

Abstract

This mixed-methods study compared transition practices in Linked Learning (LL) and non-LL high schools, examined the self-determination, career maturity, and school engagement of students from both settings, and investigated the barriers and facilitators of effective transition programming. Participants included special education teachers and SWDs from six LL high school districts and six non-LL high school districts across the Central Valley, northern, and southern California.
Findings suggest low levels of implementation fidelity across schools. Nonetheless, compared to non-LL teachers, LL teachers reported higher levels of implementation of specific transition practices related to students’ SD and CM and teachers’ professional development. The findings suggest areas for developing practices and future policy initiatives relevant to transition programming for students with and without disabilities.

Authors

• Jocelyn Hively, California State University - Fresno

• Nancy Akhavan, California State University - Fresno