Allison Lombardi
Datos Biográficos
| ID | 6607741 |
|---|---|
| NOMBRE | Allison Lombardi |
| NOMBRES | Allison |
| APELLIDO | Lombardi |
| FIRMA | LOMBARDI A |
| AFILIACIONES | University of Connecticut, Storrs, USA |
| ORCID | 0000-0002-7254-8820 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 16 |
| TOTAL DE CITAS | 22 |
| TOTAL COMO AUTOR | 16 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2011 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2025 |
| ÍNDICE H | 3 |
Exploring the Relationship Between Self-Determination and Economic Hardship Constructs Among Adolescents With and Without Disabilities
In this registered report, we examined interrelationships between established constructs of self-determination and economic hardship using data from the National Longitudinal Transition Study 2012 (NLTS2012). We tested the hypothesized factor structure of selected NLTS2012 items assessing constructs associated with self-determination (i.e., autonomy, psychological empowerment, and self-realization) using the full sample of U.S. youth with and wit…
Strategies to Increase Collaboration Between School Counselors and Transition Specialists
School counselors are trained to holistically serve all students’ personal and academic development while also fostering college and career readiness (CCR). However, many school counselors inadequately serve students with disabilities due to a lack of training and/or time. Transition specialists are professionals staffed in the special education department whose primary role is to provide postsecondary transition support to students with disabili…
An Intersectional Examination of College and Career Readiness for Youth With and Without Disabilities
Youth with disabilities continue to experience poor post-school outcomes as compared to their peers without disabilities. In this multilevel study, we used an intersectional lens to examine college and career readiness (CCR) among youth with and without disabilities ( N = 3523). A CCR assessment yielded four domain scores: Academic Engagement and Processes, Ownership of Learning, Interpersonal Engagement, and Career Development; which were modele…
Perspectives of College and Career Readiness Among Educational Stakeholders
In this study, we sought to understand the contexts, experiences, and needs among a sample of U.S. secondary education stakeholders to inform both a theoretical framework and policy contexts underpinning college and career readiness (CCR). Results confirmed a theoretically constructed framework of academic and non-academic CCR skills, with participants offering descriptions that validated and extended the framework. In addition, participants prov…
Policy and Practice Considerations to Support College and Career Readiness for Youth With Disabilities
Youth with disabilities must be college and career ready to be prepared for adult life. U.S. federal policy efforts confirm this prioritization (Every Student Succeeds Act [ESSA], 2015; Individuals with Disabilities Education Improvement Act [IDEIA], 2004). Parallel to the emergence of college and career readiness (CCR), transition planning and service requirements have promoted successful transitions to postschool education, employment, and comm…
Social Support Among College Students With Disabilities
The current study explores the structural and functional features of social support among college students with disabilities. Findings indicated that parents and friends were critical sources of support among all students. Analyses of specific subgroup differences by disability indicated that students in certain disability groups (e.g., psychological disabilities) had significantly fewer sources of support than did students in other categories. T…
A Systematic Literature Review of College and Career Readiness Frameworks for Students With Disabilities
A systematic review was conducted to understand the extent of empirical support for College and Career Readiness (CCR) frameworks and whether or not students with disabilities (SWD) are included in these frameworks. We identified 26 articles that showed a complex set of domains with both academic and nonacademic skills. Findings showed few studies reported empirical research concerning CCR frameworks for SWD and there was a strong emphasis on col…
Measuring Grit in Adolescents With and Without Disabilities
In recent policy initiatives focused on college and career readiness, Grit is often lumped with other noncognitive skills deemed as important. Yet, very little is known about the relationship between Grit and disability among adolescents. In this study, we examine measurement invariance of the Grit scale in a sample of adolescents with and without disabilities ( n = 5,039). Findings show the scale functions similarly for students with and without…
Higher education and disability
In this study, the literature in disability and higher education was examined, with a specific focus on assessment instruments. Published articles (n _ 203) on development of new or refinement of existing instruments were reviewed for traits measured and psychometric rigor reported. Findings showed instruments are intended for professionals and students, and of the student instruments, broad categories are academic, nonacademic, and specific to a…
Students With Intellectual Disabilities and Career and Technical Education Opportunities
Career and Technical Education (CTE) offers the potential for disadvantaged student subpopulations to utilize high school toward preparation for the workforce by encouraging specific career pathways. Yet, to date, very little is known about the intersection of CTE programs and disability. In this study, we conducted a systematic literature review of the vocational education and career readiness literatures, with a particular focus on students wit…
Is College and Career Readiness Adequately Addressed in Annual and Postsecondary Goals
In current special education law, the individualized education program (IEP) addresses the transition to adult life by mandating goal statements be written in employment, postsecondary education, and sometimes independent living. Although these broad areas encompass quality of life for adults with disabilities, they are not necessarily aligned with broader general education policies in college and career readiness (CCR). The current study address…
Literature on postsecondary disability services
Support services for students with disabilities is now a distinct field of practice in higher education, with a significant increase in the number of students receiving services, programs to serve them, and professionals who oversee the programs. The field has professional and program standards, a code of ethics, and a disability service specific professional organization. Correspondingly, an extensive corpus of professional literature has emerge…
Profiling adjustment among postsecondary students with disabilities
The current investigation examines profiles of postsecondary adjustment among college students with disabilities. Students’ self-perceptions of practical gains, personal gains, educational gains, their overall satisfaction with postsecondary school, and their college GPA were subjected to a latent profile analysis. Results indicated that students fell into 1 of 3 profiles (i.e., poorly adjusted, average adjusted, or highly adjusted) but were over…
Social support
The Influence of Instructional Settings in Reading and Math on Postsecondary Participation
Little is known of the relationship between the least restrictive environment (LRE) provision of the Individuals With Disabilities Education Act (IDEA) and postsecondary participation for secondary students with disabilities despite the current policy emphasis on college and career readiness for all students. In this study, we examined the instructional setting in English/language arts and mathematics among secondary students with disabilities us…
College faculty and inclusive instruction
To investigate college faculty perceptions of students with disabilities and inclusive instruction based on Universal Design, we administered the Inclusive Teaching Strategies Inventory (ITSI) to faculty at a public four-year university (n 233). The ITSI contains six subscales representing the following constructs: (a) multiple means of presentation, (b) inclusive lecture strategies, (c) accommodations, (d) campus resources, (e) inclusive assessm…
A Systematic Literature Review of College and Career Readiness Frameworks for Students With Disabilities
A systematic review was conducted to understand the extent of empirical support for College and Career Readiness (CCR) frameworks and whether or not students with disabilities (SWD) are included in these frameworks. We identified 26 articles that showed a complex set of domains with both academic and nonacademic skills. Findings showed few studies reported empirical research concerning CCR frameworks for SWD and there was a strong emphasis on col…
College faculty and inclusive instruction
To investigate college faculty perceptions of students with disabilities and inclusive instruction based on Universal Design, we administered the Inclusive Teaching Strategies Inventory (ITSI) to faculty at a public four-year university (n 233). The ITSI contains six subscales representing the following constructs: (a) multiple means of presentation, (b) inclusive lecture strategies, (c) accommodations, (d) campus resources, (e) inclusive assessm…
Literature on postsecondary disability services
Support services for students with disabilities is now a distinct field of practice in higher education, with a significant increase in the number of students receiving services, programs to serve them, and professionals who oversee the programs. The field has professional and program standards, a code of ethics, and a disability service specific professional organization. Correspondingly, an extensive corpus of professional literature has emerge…
Social support
The Influence of Instructional Settings in Reading and Math on Postsecondary Participation
Little is known of the relationship between the least restrictive environment (LRE) provision of the Individuals With Disabilities Education Act (IDEA) and postsecondary participation for secondary students with disabilities despite the current policy emphasis on college and career readiness for all students. In this study, we examined the instructional setting in English/language arts and mathematics among secondary students with disabilities us…
Measuring Grit in Adolescents With and Without Disabilities
In recent policy initiatives focused on college and career readiness, Grit is often lumped with other noncognitive skills deemed as important. Yet, very little is known about the relationship between Grit and disability among adolescents. In this study, we examine measurement invariance of the Grit scale in a sample of adolescents with and without disabilities ( n = 5,039). Findings show the scale functions similarly for students with and without…
Policy and Practice Considerations to Support College and Career Readiness for Youth With Disabilities
Youth with disabilities must be college and career ready to be prepared for adult life. U.S. federal policy efforts confirm this prioritization (Every Student Succeeds Act [ESSA], 2015; Individuals with Disabilities Education Improvement Act [IDEIA], 2004). Parallel to the emergence of college and career readiness (CCR), transition planning and service requirements have promoted successful transitions to postschool education, employment, and comm…
Students With Intellectual Disabilities and Career and Technical Education Opportunities
Career and Technical Education (CTE) offers the potential for disadvantaged student subpopulations to utilize high school toward preparation for the workforce by encouraging specific career pathways. Yet, to date, very little is known about the intersection of CTE programs and disability. In this study, we conducted a systematic literature review of the vocational education and career readiness literatures, with a particular focus on students wit…
Profiling adjustment among postsecondary students with disabilities
The current investigation examines profiles of postsecondary adjustment among college students with disabilities. Students’ self-perceptions of practical gains, personal gains, educational gains, their overall satisfaction with postsecondary school, and their college GPA were subjected to a latent profile analysis. Results indicated that students fell into 1 of 3 profiles (i.e., poorly adjusted, average adjusted, or highly adjusted) but were over…
College faculty and inclusive instruction
To investigate college faculty perceptions of students with disabilities and inclusive instruction based on Universal Design, we administered the Inclusive Teaching Strategies Inventory (ITSI) to faculty at a public four-year university (n 233). The ITSI contains six subscales representing the following constructs: (a) multiple means of presentation, (b) inclusive lecture strategies, (c) accommodations, (d) campus resources, (e) inclusive assessm…
Social support
The Influence of Instructional Settings in Reading and Math on Postsecondary Participation
Little is known of the relationship between the least restrictive environment (LRE) provision of the Individuals With Disabilities Education Act (IDEA) and postsecondary participation for secondary students with disabilities despite the current policy emphasis on college and career readiness for all students. In this study, we examined the instructional setting in English/language arts and mathematics among secondary students with disabilities us…
Profiling adjustment among postsecondary students with disabilities
The current investigation examines profiles of postsecondary adjustment among college students with disabilities. Students’ self-perceptions of practical gains, personal gains, educational gains, their overall satisfaction with postsecondary school, and their college GPA were subjected to a latent profile analysis. Results indicated that students fell into 1 of 3 profiles (i.e., poorly adjusted, average adjusted, or highly adjusted) but were over…
Literature on postsecondary disability services
Support services for students with disabilities is now a distinct field of practice in higher education, with a significant increase in the number of students receiving services, programs to serve them, and professionals who oversee the programs. The field has professional and program standards, a code of ethics, and a disability service specific professional organization. Correspondingly, an extensive corpus of professional literature has emerge…
Is College and Career Readiness Adequately Addressed in Annual and Postsecondary Goals
In current special education law, the individualized education program (IEP) addresses the transition to adult life by mandating goal statements be written in employment, postsecondary education, and sometimes independent living. Although these broad areas encompass quality of life for adults with disabilities, they are not necessarily aligned with broader general education policies in college and career readiness (CCR). The current study address…
Higher education and disability
In this study, the literature in disability and higher education was examined, with a specific focus on assessment instruments. Published articles (n _ 203) on development of new or refinement of existing instruments were reviewed for traits measured and psychometric rigor reported. Findings showed instruments are intended for professionals and students, and of the student instruments, broad categories are academic, nonacademic, and specific to a…
Students With Intellectual Disabilities and Career and Technical Education Opportunities
Career and Technical Education (CTE) offers the potential for disadvantaged student subpopulations to utilize high school toward preparation for the workforce by encouraging specific career pathways. Yet, to date, very little is known about the intersection of CTE programs and disability. In this study, we conducted a systematic literature review of the vocational education and career readiness literatures, with a particular focus on students wit…
Measuring Grit in Adolescents With and Without Disabilities
In recent policy initiatives focused on college and career readiness, Grit is often lumped with other noncognitive skills deemed as important. Yet, very little is known about the relationship between Grit and disability among adolescents. In this study, we examine measurement invariance of the Grit scale in a sample of adolescents with and without disabilities ( n = 5,039). Findings show the scale functions similarly for students with and without…
A Systematic Literature Review of College and Career Readiness Frameworks for Students With Disabilities
A systematic review was conducted to understand the extent of empirical support for College and Career Readiness (CCR) frameworks and whether or not students with disabilities (SWD) are included in these frameworks. We identified 26 articles that showed a complex set of domains with both academic and nonacademic skills. Findings showed few studies reported empirical research concerning CCR frameworks for SWD and there was a strong emphasis on col…
Social Support Among College Students With Disabilities
The current study explores the structural and functional features of social support among college students with disabilities. Findings indicated that parents and friends were critical sources of support among all students. Analyses of specific subgroup differences by disability indicated that students in certain disability groups (e.g., psychological disabilities) had significantly fewer sources of support than did students in other categories. T…
Policy and Practice Considerations to Support College and Career Readiness for Youth With Disabilities
Youth with disabilities must be college and career ready to be prepared for adult life. U.S. federal policy efforts confirm this prioritization (Every Student Succeeds Act [ESSA], 2015; Individuals with Disabilities Education Improvement Act [IDEIA], 2004). Parallel to the emergence of college and career readiness (CCR), transition planning and service requirements have promoted successful transitions to postschool education, employment, and comm…
Perspectives of College and Career Readiness Among Educational Stakeholders
In this study, we sought to understand the contexts, experiences, and needs among a sample of U.S. secondary education stakeholders to inform both a theoretical framework and policy contexts underpinning college and career readiness (CCR). Results confirmed a theoretically constructed framework of academic and non-academic CCR skills, with participants offering descriptions that validated and extended the framework. In addition, participants prov…
Exploring the Relationship Between Self-Determination and Economic Hardship Constructs Among Adolescents With and Without Disabilities
In this registered report, we examined interrelationships between established constructs of self-determination and economic hardship using data from the National Longitudinal Transition Study 2012 (NLTS2012). We tested the hypothesized factor structure of selected NLTS2012 items assessing constructs associated with self-determination (i.e., autonomy, psychological empowerment, and self-realization) using the full sample of U.S. youth with and wit…
Strategies to Increase Collaboration Between School Counselors and Transition Specialists
School counselors are trained to holistically serve all students’ personal and academic development while also fostering college and career readiness (CCR). However, many school counselors inadequately serve students with disabilities due to a lack of training and/or time. Transition specialists are professionals staffed in the special education department whose primary role is to provide postsecondary transition support to students with disabili…
An Intersectional Examination of College and Career Readiness for Youth With and Without Disabilities
Youth with disabilities continue to experience poor post-school outcomes as compared to their peers without disabilities. In this multilevel study, we used an intersectional lens to examine college and career readiness (CCR) among youth with and without disabilities ( N = 3523). A CCR assessment yielded four domain scores: Academic Engagement and Processes, Ownership of Learning, Interpersonal Engagement, and Career Development; which were modele…
Psychology (16 obras) · Disability Education and Employment (15 obras) · Medical education (13 obras) · Medicine (13 obras) · Pedagogy (10 obras) · Political science (10 obras) · Education Systems and Policy (7 obras) · Higher education (6 obras) · Family and Disability Support Research (5 obras) · Social Psychology (5 obras)