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Findings are analyzed in terms of enhanced transition opportunities, including those supported by post-secondary education, for individuals with intellectual disability.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/an-evaluation-of-the-beyond-high-school-model-on-the-self-determination-of-students-with-intellectual-disability/598142/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/an-evaluation-of-the-beyond-high-school-model-on-the-self-determination-of-students-with-intellectual-disability/598142.png","ImageObject",300,407,{"name":42,"@type":43},"Indoniesian Boy","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":30},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What adult outcomes are targeted for students with intellectual disability under the Beyond High School approach?","Question",{"text":62,"@type":63},"The text focuses on employment, community inclusion, and independent living, using postsecondary-oriented transition planning to support these outcomes.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How does the document describe self-determination?",{"text":67,"@type":63},"Self-determination is defined as volitional acts that make the person the primary causal agent in life and help maintain or improve quality of life.",{"name":69,"@type":60,"acceptedAnswer":70},"What does the model aim to improve during the school years?",{"text":71,"@type":63},"It emphasizes skills such as choice making, decision making, problem solving, and goal setting to build self-determined characteristics and more effective transitions.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},598142,1792644830,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":30,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":115,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144,"preview_page_count":4},962090760608,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","An Evaluation of the Beyond High School Model on the SelfDetermination of Students With Intellectual Disability  \nSusan B. Palmer 1, Michael L. Wehmeyer 1, Karrie A. Shogren2, Kendra L. Williams-Diehm3, and Jane H. Soukup 1  \nCareer Development and Transition for Exceptional Individuals  \n35(2) 76–84  \n© 2012 Hammill Institute on Disabilities Reprints and permission: [sagepub.com/journalsPermissions.nav](sagepub.com/journalsPermissions.nav)  \n[DOI: 10.1177/0885728811432165](DOI: 10.1177/0885728811432165)  \n[http://cdtei@sagepub.com](http://cdtei@sagepub.com)  \nAbstract  \nStudents with intellectual disability are often served in community-based services to promote effective adult outcomesin employment, community inclusion, and independent living (Gaumer, Morningstar & Clark (2004). Beyond High School (Wehmeyer, Garner, Lawrence,Yeager, & Davis, 2006), a multi-stage model to promote student involvement in educational planning, was effectively used by 109 students with mild and moderate levels of intellectual disability between 17.8 and 21 years of age to increase student abilities. Results are discussed in regard to improved transition opportunities for individuals with intellectual disability such as those afforded through post-secondary education.  \nKeywords  \nintellectual disability, postschool outcomes, self-determination  \nThe Individuals With Disabilities Education Act (IDEA) mandates that states provide a free, appropriate public education to children with disabilities residing within that state and between the ages of 3 and 21, except when its application to those children would be inconsistent with State law or practice. In most states, students between the ages of 18 and 21 with intellectual or developmental disabilities remain eligible for services from the public school system, after their same-age peers have graduated. The intent of 18–21 services is to provide an opportunity for intensive, community-based learning experiences that lead directly to adult outcomes such as employment, community inclusion, and independent living (Gaumer, Morningstar, & Clark, 2004; Grigal, Dwyre, & Davis, 2006) .  \nOne predictor of postsecondary success in employment and other outcomes mentioned above is self-determination (Field, Sarver, & Shaw, 2003) . The construct self-determination “refers to the volitional acts that enable one to act asthe primary causal agent in one’s life and to maintain or improve one’s quality of life” (Wehmeyer, 2006, p. 117) . During the school years, it has become common practice to support students with disabilities to exercise choice making, decision making, problem solving, goal setting, and a number of other skills that support eventual self-determined characteristics and more effective transitions (Eisenman,  \n2001; Thoma & Getzel, 2005; Wehmeyer & Schwartz, 1997) Wehmeyer (2003) suggested that the characteristics of acting autonomously, being self-regulated, initiating and responding to events in a psychologically empowered manner, and acting in a self-realizing manner to recognize the effects of one’s actions on others and the environment indicate volitional self-determined behavior. Wehmeyer and Palmer (2003) found that postschool outcomes were linked to self-determination. Self-determination and student involvement are identified as evidence-based practices in secondary transition (Test et al., 2009) .  \nInstructional programming for students with intellectual disabilities supporting self-determination has been undergoing a number of changes within the current standardsbased education legislated by the No Child Left Behind Act (NCLB, 2001) and the current Race to the Top (RTTT,  \n1 University of Kansas, Lawrence, USA 2University of Illinois, Champaign, USA 3University of Oklahoma, Norman, USA  \nCorresponding Author:  \nSusan B. Palmer, University of Kansas, 1200 Sunnyside Ave., 3136 Haworth Hall, Lawrence, KS, 66045  \nEmail: [spalmer@ku.edu](spalmer@ku.edu)  \n2010) . Stodden, Galloway, and Stodden ","cbCaisJEddYPiw8q","https://ap.wps.com/l/cbCaisJEddYPiw8q","pdf",439617,"English","# Abstract\n# Background and legal framework\n## IDEA requirements for ages 3–21 and 18–21 services\n# Self-determination and evidence-based transition practices\n## Definition and classroom supports\n## Link to postschool outcomes\n# Beyond High School model and quality indicators\n## Quality indicators for age 18–21 services","[{\"question\":\"What adult outcomes are targeted for students with intellectual disability under the Beyond High School approach?\",\"answer\":\"The text focuses on employment, community inclusion, and independent living, using postsecondary-oriented transition planning to support these outcomes.\"},{\"question\":\"How does the document describe self-determination?\",\"answer\":\"Self-determination is defined as volitional acts that make the person the primary causal agent in life and help maintain or improve quality of life.\"},{\"question\":\"What does the model aim to improve during the school years?\",\"answer\":\"It emphasizes skills such as choice making, decision making, problem solving, and goal setting to build self-determined characteristics and more effective transitions.\"}]","An Evaluation of the Beyond High School Model on the Self-Determination of Students With Intellectual Disability | PDF",1792086365,23]