Audrey A Trainor
Biographic Data
| ID | 126517 |
|---|---|
| NAME | Audrey A Trainor |
| GIVEN NAMES | Audrey A |
| FAMILY NAME | Trainor |
| SIGNATURE | TRAINOR A A |
| AFFILIATIONS | New York University, New York City, USA |
| ORCID | 0000-0002-2857-4378 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 76 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2002 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 4 |
Integrating Community Cultural Wealth Into Postsecondary Transition for Students With Disabilities Receiving English Learner Services
Understanding how capital influences postsecondary transition for students receiving special education and English learner (EL) services can inform culturally sustaining planning practices and improve postsecondary outcomes. Recognizing how students and families utilize community cultural wealth capital in the transition process can support efforts to thwart deficit-based practices and replace them with asset-based approaches that expand upon stu…
Effect of Self-Determination on Postsecondary Enrollment of English Learners With Disabilities
We examined the effect of three components of self-determination—autonomy, empowerment, and self-realization—on the postsecondary enrollment of English learners with disabilities, using quasi-experimental propensity score modeling and data from the U.S. National Longitudinal Transition Study-2. Results support the hypothesis that self-determination components affect postsecondary school enrollment. English learners with disabilities with higher a…
School-business partnerships that facilitate postsecondary transition: Evaluating the perspectives and expectations for families of students with disabilities
Community Conversation as a Method of Gathering and Analyzing Qualitative Data
Community conversation, a method of increasing inclusive, community-based employment by harnessing the expertise and motivation of key stakeholders, surfaces important information that can also be used as a method of inquiry. This article examines the commonalities between community conversation as method of practice and method of research. Opportunities to hone this approach for the purpose of increasing its contribution to research are also ide…
Exploring and developing reciprocity in research design
The researcher–participant relationship has the potential to be reciprocal, a relationship in which each contributes something the other needs or desires. Participants devote their time, effort, experiences, and wisdom to inform and shape the researcher’s study. The researcher’s scope, depth, and nature of inquiry introduce vulnerability to participants’ lives. In turn, researchers are susceptible to variable involvement and apathy from participa…
Predictors of Postschool Employment Outcomes for Young Adults With Severe Disabilities
Although entry into the world of work is a prominent marker of postschool success in the United States, students with severe disabilities often leave high school without the skills, experiences, and supports that lead to meaningful employment. The authors examined the extent to which an array of student, family, and school factors was associated with employment during the 2 years following high school. Having held a paid, community-based job whil…
Reexamining the Promise of Parent Participation in Special Education: An Analysis of Cultural and Social Capital
Highly regulated parent participation in special education requires both parents and teachers to use cultural and social capital relative to education legislation, disability, and parenting. Examined through a Bourdieuian analytical lens, data from focus groups and individual interviews with families provide examples of the salience of disability in the acquisition and use of cultural and social capital in educational contexts, serving to both re…
Diverse Approaches to Parent Advocacy During Special Education Home-School Interactions: Identification and Use of Cultural and Social Capital
Home-school partnerships in special education often include parent advocacy that at times requires specific and specialized knowledge, skills, and attitudes. Parent participation is shaped by access to cultural and social capital resources and is critical to assessment and service delivery. This study explores the types of capital resources parents perceived necessary to their participation via five focus groups of participants from a range of so…
Poem
Self-determination for students with learning disabilities: Is it a universal value
Teaching students with learning disabilities to be self-determining during postsecondary transition planning is considered beneficial for students. Few self-determination studies, however, have focused on the impact students' cultural identities may have on the practice of self-determination during transition planning. A review of self-determination literature is presented and includes concept definition, characteristics, and example components o…
Diverse Approaches to Parent Advocacy During Special Education Home-School Interactions: Identification and Use of Cultural and Social Capital
Home-school partnerships in special education often include parent advocacy that at times requires specific and specialized knowledge, skills, and attitudes. Parent participation is shaped by access to cultural and social capital resources and is critical to assessment and service delivery. This study explores the types of capital resources parents perceived necessary to their participation via five focus groups of participants from a range of so…
Predictors of Postschool Employment Outcomes for Young Adults With Severe Disabilities
Although entry into the world of work is a prominent marker of postschool success in the United States, students with severe disabilities often leave high school without the skills, experiences, and supports that lead to meaningful employment. The authors examined the extent to which an array of student, family, and school factors was associated with employment during the 2 years following high school. Having held a paid, community-based job whil…
Exploring and developing reciprocity in research design
The researcher–participant relationship has the potential to be reciprocal, a relationship in which each contributes something the other needs or desires. Participants devote their time, effort, experiences, and wisdom to inform and shape the researcher’s study. The researcher’s scope, depth, and nature of inquiry introduce vulnerability to participants’ lives. In turn, researchers are susceptible to variable involvement and apathy from participa…
Reexamining the Promise of Parent Participation in Special Education: An Analysis of Cultural and Social Capital
Highly regulated parent participation in special education requires both parents and teachers to use cultural and social capital relative to education legislation, disability, and parenting. Examined through a Bourdieuian analytical lens, data from focus groups and individual interviews with families provide examples of the salience of disability in the acquisition and use of cultural and social capital in educational contexts, serving to both re…
Self-determination for students with learning disabilities: Is it a universal value
Teaching students with learning disabilities to be self-determining during postsecondary transition planning is considered beneficial for students. Few self-determination studies, however, have focused on the impact students' cultural identities may have on the practice of self-determination during transition planning. A review of self-determination literature is presented and includes concept definition, characteristics, and example components o…
School-business partnerships that facilitate postsecondary transition: Evaluating the perspectives and expectations for families of students with disabilities
Community Conversation as a Method of Gathering and Analyzing Qualitative Data
Community conversation, a method of increasing inclusive, community-based employment by harnessing the expertise and motivation of key stakeholders, surfaces important information that can also be used as a method of inquiry. This article examines the commonalities between community conversation as method of practice and method of research. Opportunities to hone this approach for the purpose of increasing its contribution to research are also ide…
Self-determination for students with learning disabilities: Is it a universal value
Teaching students with learning disabilities to be self-determining during postsecondary transition planning is considered beneficial for students. Few self-determination studies, however, have focused on the impact students' cultural identities may have on the practice of self-determination during transition planning. A review of self-determination literature is presented and includes concept definition, characteristics, and example components o…
Poem
Diverse Approaches to Parent Advocacy During Special Education Home-School Interactions: Identification and Use of Cultural and Social Capital
Home-school partnerships in special education often include parent advocacy that at times requires specific and specialized knowledge, skills, and attitudes. Parent participation is shaped by access to cultural and social capital resources and is critical to assessment and service delivery. This study explores the types of capital resources parents perceived necessary to their participation via five focus groups of participants from a range of so…
Reexamining the Promise of Parent Participation in Special Education: An Analysis of Cultural and Social Capital
Highly regulated parent participation in special education requires both parents and teachers to use cultural and social capital relative to education legislation, disability, and parenting. Examined through a Bourdieuian analytical lens, data from focus groups and individual interviews with families provide examples of the salience of disability in the acquisition and use of cultural and social capital in educational contexts, serving to both re…
Predictors of Postschool Employment Outcomes for Young Adults With Severe Disabilities
Although entry into the world of work is a prominent marker of postschool success in the United States, students with severe disabilities often leave high school without the skills, experiences, and supports that lead to meaningful employment. The authors examined the extent to which an array of student, family, and school factors was associated with employment during the 2 years following high school. Having held a paid, community-based job whil…
Exploring and developing reciprocity in research design
The researcher–participant relationship has the potential to be reciprocal, a relationship in which each contributes something the other needs or desires. Participants devote their time, effort, experiences, and wisdom to inform and shape the researcher’s study. The researcher’s scope, depth, and nature of inquiry introduce vulnerability to participants’ lives. In turn, researchers are susceptible to variable involvement and apathy from participa…
Community Conversation as a Method of Gathering and Analyzing Qualitative Data
Community conversation, a method of increasing inclusive, community-based employment by harnessing the expertise and motivation of key stakeholders, surfaces important information that can also be used as a method of inquiry. This article examines the commonalities between community conversation as method of practice and method of research. Opportunities to hone this approach for the purpose of increasing its contribution to research are also ide…
School-business partnerships that facilitate postsecondary transition: Evaluating the perspectives and expectations for families of students with disabilities
Effect of Self-Determination on Postsecondary Enrollment of English Learners With Disabilities
We examined the effect of three components of self-determination—autonomy, empowerment, and self-realization—on the postsecondary enrollment of English learners with disabilities, using quasi-experimental propensity score modeling and data from the U.S. National Longitudinal Transition Study-2. Results support the hypothesis that self-determination components affect postsecondary school enrollment. English learners with disabilities with higher a…
Integrating Community Cultural Wealth Into Postsecondary Transition for Students With Disabilities Receiving English Learner Services
Understanding how capital influences postsecondary transition for students receiving special education and English learner (EL) services can inform culturally sustaining planning practices and improve postsecondary outcomes. Recognizing how students and families utilize community cultural wealth capital in the transition process can support efforts to thwart deficit-based practices and replace them with asset-based approaches that expand upon stu…
Psychology (8 works) · Sociology (8 works) · Pedagogy (7 works) · Disability Education and Employment (6 works) · Medicine (5 works) · Developmental psychology (4 works) · Family and Disability Support Research (4 works) · Medical education (4 works) · Social Psychology (4 works) · Special education (4 works)