Life Skills Training through Situated Learning Experiences: An Alternative Instructional Model

Autor/in	Meyers, Shelly
Titel	Life Skills Training through Situated Learning Experiences: An Alternative Instructional Model
Quelle	In: International Journal of Special Education, 26 (2011) 3, S.142-149 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0827-3383
Schlagwörter	Daily Living Skills; Curriculum Development; Experiential Learning; Special Education; Preservice Teacher Education; Graduate Students; Preservice Teachers; College School Cooperation; Developmental Disabilities; Urban Schools; Adult Students; Focus Groups; Student Surveys + Suchen Sie Ihr Suchwort? Alltagsfertigkeit; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Experiental learning; Erfahrungsorientiertes Lernen; Special needs education; Sonderpädagogik; Sonderschulwesen; Lehramtsstudiengang; Lehrerausbildung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Entwicklungsstörung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Adult; Adults; Erwachsenenalter; Schüler; Schülerin; Schülerbefragung
Abstract	This article examines the value of situated learning as an alternative to the traditional college course instructional approach for pre-service teachers. The situated learning mode of teaching immerses students in the actual setting, practicing the skills and concepts emphasized in the curriculum. Through a partnership with a college, community agency and public school, graduate students in the special education program developed and implemented a life skills curriculum for individuals with developmental disabilities, while learning essential principles of delivering instruction. The school aged students who participated in the study were from an urban, racially mixed public school district and they attended the program at the end of their regular school day. Analysis of data from student surveys and focus groups revealed the effectiveness of the situated learning model. (As Provided).
Anmerkungen	International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialeducation.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10