Anthony J Plotner
Biographic Data
| ID | 6517281 |
|---|---|
| NAME | Anthony J Plotner |
| GIVEN NAMES | Anthony J |
| FAMILY NAME | Plotner |
| SIGNATURE | PLOTNER A J |
| AFFILIATIONS | University of South Carolina |
| ORCID | 0000-0001-9191-4753 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 4 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Reframing Evaluative Judgment and Value in Inclusive Postsecondary Education: A Value on Investment Perspective
Inclusive postsecondary education (IPSE) programs for students with disabilities have expanded nationwide, yet guidance for their evaluation remains limited. This article introduces Value on Investment (VOI) for IPSE programs as an evaluative orientation to support leaders and evaluators in rethinking how value is defined and examined. A VOI orientation moves beyond traditional outcome-focused or cost-benefit evaluation by attending to three inte…
Toward Disability-Led Evaluation: A Continuum Framework for Centering Disability in Evaluation Practice
As evaluation practices evolve to better reflect the needs, values, and experiences of diverse stakeholders, it is essential for evaluators to recognize the expertise that comes from lived experience. Historically, marginalized communities such as people with disabilities have often been left out of evaluation processes despite the ethical and practical imperative for their meaningful inclusion. To challenge a paradigm of exclusion in evaluation …
Evaluating the Psychometrics of the Perceived Wellness Survey (PWS) Adapted for Adults with Intellectual and Developmental Disabilities
Contextualizing Disability Identity in the Academic Literature: A Scoping Review
A positive disability identity has been linked to a sense of belonging, enhanced quality of life, and as a protective factor against mental health concerns for individuals with a range of disabilities. The purpose of this scoping review is to examine the landscape of scholarly research related to disability identity in the peer-reviewed literature since 2017. Electronic databases were searched for all peer-reviewed articles published between 2017…
Exploring the Personal Identity of College Students With Intellectual and Developmental Disabilities
Emerging adulthood is a period of human development ripe for personal identity exploration and a college campus can be a conducive environment for this to take place. Historically, many transition-age adults with intellectual and developmental disabilities (IDD) have been denied access to college, but with the rise in inclusive postsecondary education (IPSE) programs across the country, that is changing. This study uses a combination of semi-stru…
Inclusive postsecondary education and self-determination: Using photovoice to centre student voices in the United States of America
Self-determination, or the freedom to act as the primary causal agent in one's life, is a well-documented component of enhanced quality of life. Yet young adults with disabilities are often less self-determined than their nondisabled peers. Furthermore, there is an absence of the voices of young adults with disabilities in the literature related to self-determination. While research investigating populations positioned as marginalized has histori…
Social Work as Social Justice: Supporting the Autonomy of Students with Disabilities Through Alternatives to Guardianship
A Delphi Study to Generate, Clarify, and Prioritize Professional Recommendations on Age of Majority-Related Practice in Special Education
A confluence of research and current events in the United States has brought guardianship for people with disabilities into focus in recent years. In the process, the field of special education has been confronted with an unpleasant reality. In their action or inaction, special education professionals may play a role in parents of students with disabilities pursuing undue and overbroad guardianship. The purpose of this study was to work with rese…
Exploring Special Education and Center for Independent Living Professional Beliefs on Collaboration and the Value-Based Principles That Drive Secondary Transition Service Delivery
The importance of interagency collaboration to support the postschool outcomes of youth with disabilities is underscored in many ways. Perhaps one of the most important among them is the place of interagency collaboration as an evidence-based predictor of postschool success. Although Centers for Independent Living (CILs) receive U.S. federal funding to serve people with disabilities across the lifespan, little research exists to map the nature of…
Perceptions of District- and School-Level Special Education Leaders on Guardianship and Adult Decision-Making Support
There are many known barriers facing youth with disabilities as they make the transition from high school to their adult lives. One potential barrier receiving increased attention over the last 5 years is guardianship, the court petition-driven process by which adults with disabilities are declared incapacitated (i.e., unable to make or communicate decisions regarding their affairs). The result of this process is the appointment of a surrogate de…
Career Development, Employment, and Disability in Rehabilitation: From Theory to Practice
Postsecondary Transition and the Courts: An Update
Postsecondary transition programming for students with disabilities has been a priority for state departments of education, local school districts, and individual education program planning teams since a transition requirement was added to the Individuals With Disabilities Education Act (IDEA) in 1990. Whereas the legal requirements of transition programming are clear, it is instructive to see how courts have interpreted this mandate. In this art…
Secondary Education to Adult Life Transition Policy and Practice
Navigating University Policies to Support Postsecondary Education Programs for Students With Intellectual Disabilities
Many colleges across the country are now broadening their mission to promote educational opportunities to an increasingly diverse population that includes individuals with intellectual and developmental disabilities (ID/DD). As a result, postsecondary education programs for students with ID/DD are emerging across the United States. While these programs grow, it is important that colleges and universities consider various university policies. In t…
Navigating University Policies to Support Postsecondary Education Programs for Students With Intellectual Disabilities
Many colleges across the country are now broadening their mission to promote educational opportunities to an increasingly diverse population that includes individuals with intellectual and developmental disabilities (ID/DD). As a result, postsecondary education programs for students with ID/DD are emerging across the United States. While these programs grow, it is important that colleges and universities consider various university policies. In t…
Inclusive postsecondary education and self-determination: Using photovoice to centre student voices in the United States of America
Self-determination, or the freedom to act as the primary causal agent in one's life, is a well-documented component of enhanced quality of life. Yet young adults with disabilities are often less self-determined than their nondisabled peers. Furthermore, there is an absence of the voices of young adults with disabilities in the literature related to self-determination. While research investigating populations positioned as marginalized has histori…
A Delphi Study to Generate, Clarify, and Prioritize Professional Recommendations on Age of Majority-Related Practice in Special Education
A confluence of research and current events in the United States has brought guardianship for people with disabilities into focus in recent years. In the process, the field of special education has been confronted with an unpleasant reality. In their action or inaction, special education professionals may play a role in parents of students with disabilities pursuing undue and overbroad guardianship. The purpose of this study was to work with rese…
Postsecondary Transition and the Courts: An Update
Postsecondary transition programming for students with disabilities has been a priority for state departments of education, local school districts, and individual education program planning teams since a transition requirement was added to the Individuals With Disabilities Education Act (IDEA) in 1990. Whereas the legal requirements of transition programming are clear, it is instructive to see how courts have interpreted this mandate. In this art…
Secondary Education to Adult Life Transition Policy and Practice
Navigating University Policies to Support Postsecondary Education Programs for Students With Intellectual Disabilities
Many colleges across the country are now broadening their mission to promote educational opportunities to an increasingly diverse population that includes individuals with intellectual and developmental disabilities (ID/DD). As a result, postsecondary education programs for students with ID/DD are emerging across the United States. While these programs grow, it is important that colleges and universities consider various university policies. In t…
Career Development, Employment, and Disability in Rehabilitation: From Theory to Practice
Perceptions of District- and School-Level Special Education Leaders on Guardianship and Adult Decision-Making Support
There are many known barriers facing youth with disabilities as they make the transition from high school to their adult lives. One potential barrier receiving increased attention over the last 5 years is guardianship, the court petition-driven process by which adults with disabilities are declared incapacitated (i.e., unable to make or communicate decisions regarding their affairs). The result of this process is the appointment of a surrogate de…
Exploring Special Education and Center for Independent Living Professional Beliefs on Collaboration and the Value-Based Principles That Drive Secondary Transition Service Delivery
The importance of interagency collaboration to support the postschool outcomes of youth with disabilities is underscored in many ways. Perhaps one of the most important among them is the place of interagency collaboration as an evidence-based predictor of postschool success. Although Centers for Independent Living (CILs) receive U.S. federal funding to serve people with disabilities across the lifespan, little research exists to map the nature of…
Social Work as Social Justice: Supporting the Autonomy of Students with Disabilities Through Alternatives to Guardianship
A Delphi Study to Generate, Clarify, and Prioritize Professional Recommendations on Age of Majority-Related Practice in Special Education
A confluence of research and current events in the United States has brought guardianship for people with disabilities into focus in recent years. In the process, the field of special education has been confronted with an unpleasant reality. In their action or inaction, special education professionals may play a role in parents of students with disabilities pursuing undue and overbroad guardianship. The purpose of this study was to work with rese…
Exploring the Personal Identity of College Students With Intellectual and Developmental Disabilities
Emerging adulthood is a period of human development ripe for personal identity exploration and a college campus can be a conducive environment for this to take place. Historically, many transition-age adults with intellectual and developmental disabilities (IDD) have been denied access to college, but with the rise in inclusive postsecondary education (IPSE) programs across the country, that is changing. This study uses a combination of semi-stru…
Inclusive postsecondary education and self-determination: Using photovoice to centre student voices in the United States of America
Self-determination, or the freedom to act as the primary causal agent in one's life, is a well-documented component of enhanced quality of life. Yet young adults with disabilities are often less self-determined than their nondisabled peers. Furthermore, there is an absence of the voices of young adults with disabilities in the literature related to self-determination. While research investigating populations positioned as marginalized has histori…
Contextualizing Disability Identity in the Academic Literature: A Scoping Review
A positive disability identity has been linked to a sense of belonging, enhanced quality of life, and as a protective factor against mental health concerns for individuals with a range of disabilities. The purpose of this scoping review is to examine the landscape of scholarly research related to disability identity in the peer-reviewed literature since 2017. Electronic databases were searched for all peer-reviewed articles published between 2017…
Reframing Evaluative Judgment and Value in Inclusive Postsecondary Education: A Value on Investment Perspective
Inclusive postsecondary education (IPSE) programs for students with disabilities have expanded nationwide, yet guidance for their evaluation remains limited. This article introduces Value on Investment (VOI) for IPSE programs as an evaluative orientation to support leaders and evaluators in rethinking how value is defined and examined. A VOI orientation moves beyond traditional outcome-focused or cost-benefit evaluation by attending to three inte…
Toward Disability-Led Evaluation: A Continuum Framework for Centering Disability in Evaluation Practice
As evaluation practices evolve to better reflect the needs, values, and experiences of diverse stakeholders, it is essential for evaluators to recognize the expertise that comes from lived experience. Historically, marginalized communities such as people with disabilities have often been left out of evaluation processes despite the ethical and practical imperative for their meaningful inclusion. To challenge a paradigm of exclusion in evaluation …
Evaluating the Psychometrics of the Perceived Wellness Survey (PWS) Adapted for Adults with Intellectual and Developmental Disabilities
Disability Education and Employment (13 works) · Psychology (10 works) · Political science (9 works) · Public relations (7 works) · Pedagogy (6 works) · Sociology (6 works) · Law (5 works) · Medical education (5 works) · Medicine (5 works) · Disability Rights and Representation (4 works)