Literaturnachweis - Detailanzeige
| Autor/in | Seidenberg, Pearl L. |
|---|---|
| Institution | Long Island Univ., Brooklyn, NY. |
| Titel | The Unrealized Potential: College Preparation for Secondary Learning Disabled Students. A Guide for Secondary School Administrators, Faculty, and Parents. Position Paper Series: Document No. 10. |
| Quelle | (1987), (30 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Leitfaden; College Preparation; Cooperative Planning; Educational Counseling; Educational Opportunities; Individualized Education Programs; Learning Disabilities; Mainstreaming; Secondary Education; Student Educational Objectives; Student Placement; Transitional Programs |
| Abstract | The guide identifies and discusses critical components of high school programs designed to facilitate college placement as well as preparation of potential college-bound learning disabled (LD) secondary students for the demands of college settings. First, secondary programming needs to include integration of LD students into college preparatory mainstream classes. Collaborative instructional planning between regular and special education teachers using a curriculum-based assessment approach is a second critical component. Finally, a high school-to-college transition plan that directly addresses college preparatory outcomes needs to be developed and included as part of the individualized education program (IEP) placement and planning process. Such a programmatic effort will require administrative support, inservice and preservice training for high school personnel involved in the transition process, parental and student involvement, and greater collaboration between high schools and colleges. Appendixes contain sample study guides, an outline of basic competencies needed for postsecondary education and a sample transition plan. (JW) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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