Affiliations: [a]
University of Connecticut, Storrs, CT, USA
| [b]
Ohio State University, Columbus, OH, USA
| [c]
University of Connecticut Health Center, Farmington, CT, USA
| [d]
Southern Connecticut State University, New Haven, CT, USA
Correspondence:
[*]
Address for correspondence: Allison Lombardi, PhD, Department of Educational Psychology, 249 Glenbrook Rd, Unit 3064, Storrs, CT 06269-3064, USA. Tel.: +1 860 486 2213; E-mail: [email protected].
Abstract: BACKGROUND: In the 21st century, information technology (IT) literacy is crucial for all students, and may better prepare students with disabilities for transition to postsecondary employment or education. OBJECTIVE: In this study, the potential of IT literacy embedded into an online transition curriculum is explored in the context of secondary special education. The curriculum aligns with Common Core State Standards in English Language Arts that are relevant to reading comprehension, writing, as well as searching for and analyzing sources of information online. METHODS: A quasi-experimental pretest-posttest design was utilized in six high schools. RESULTS: Findings show that intervention group students improved in IT literacy; whereas, comparison group students did not make similar gains. CONCLUSION: Implications for embedding transition services into specific courses and curricula for secondary students with Individualized Education Programs (IEPs) are discussed.
Keywords: Transition, employment, vocational education, career readiness, technology
