How Do Job Related Field Experiences Affect Job Readiness in Secondary Transition Students?

Autor/in	Uetz, Michelle
Titel	How Do Job Related Field Experiences Affect Job Readiness in Secondary Transition Students?
Quelle	In: Journal of the American Academy of Special Education Professionals, (2011), S.126-145 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-7466
Schlagwörter	Experiential Learning; Job Skills; Employment Qualifications; Disabilities; Transitional Programs; Student Surveys; Skill Development; Caseworkers; Teacher Attitudes; Observation; Community Based Instruction (Disabilities); Program Effectiveness; Teacher Surveys; Educational Legislation; Equal Education; Federal Legislation; Pretests Posttests; High School Students; Wisconsin + Suchen Sie Ihr Suchwort? Experiental learning; Erfahrungsorientiertes Lernen; Produktive Fertigkeit; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Handicap; Behinderung; Schülerbefragung; Kompetenzentwicklung; Qualifikationsentwicklung; Lehrerverhalten; Beobachtung; Bildungsrecht; Schulgesetz; Bundesrecht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	This research was conducted to determine if job related field experiences improved the confidence of secondary transition students. There were six students included in the study. The students ranged in disabilities from emotional and behavioral disability, borderline cognitive disability and severe (IQ under 60) disability. In addition, the case managers of the identified students and other transition teachers were surveyed. Students completed a survey about their ability to independently complete job seeking tasks. They then participated in field experiences to practice these skills. After practice and the opportunity to independently complete the skills, the students were asked to rate their level of independence again. The case managers of the students were asked to rate their abilities at the beginning of the study and again at the end. Transition teachers were asked to describe their observations and practices in regard to community involvement for secondary transition students. After practicing job related skills in the community students rated their ability to independently complete the tasks at a higher level than before the field experience. The case managers also rated the student ability levels higher after the experiences than before. In addition, the surveyed transition teachers reported benefits and practices in using field experiences. (As Provided).
Anmerkungen	American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: editor@aasep.org; Web site: http://www.aasep.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01