Employment of Youths with Disabilities: Outcomes, Activities, and Indicators.

Autor/inn/en	Kohler, Paula D.; Rusch, Frank R.
Institution	Illinois Univ., Champaign. Transition Research Inst.
Titel	Employment of Youths with Disabilities: Outcomes, Activities, and Indicators.
Quelle	(1994), (156 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Activities; Disabilities; Education Work Relationship; Employment Potential; Federal Aid; Intervention; Models; Outcomes of Education; Program Development; Secondary Education; Student Educational Objectives; Systems Approach; Transitional Programs + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Analogiemodell; Lernleistung; Schulerfolg; Programmplanung; Sekundarbereich; Systemischer Ansatz
Abstract	Four articles comprise this monograph on interventions which lead to employment of youths with disabilities. Articles are based on investigations and demonstrations sponsored by the Office of Special Education and Rehabilitative Services (OSERS). In "Promoting Employment for Youths in Transition: Outcomes, Activities, and Indicators," Paula D. Kohler and Frank R. Rusch present a model for systems change based on outcomes, activities, and indicators for promoting employment in this population. The article presents an overview of the OSERS investigations leading to the model's development. The second article, "An Analysis of OSERS'-Sponsored Secondary Special Education and Transitional Services Research" (Frank Rusch et al.), contains the findings from an analysis of five federal funding competitions focusing on transition to work or postsecondary education, in an effort to identify quality indicators and outcomes. In a further extension of this line of research, Frank Rusch et al. in "Employment Outcomes and Activities for Youths in Transition," identified 22 outcomes and 65 related activities associated with employment. Of these, OSERS project directors ranked the following as the most important outcomes: utilizing individualized education plans, educating students alongside their nondisabled peers, and documenting progress in employment-related skill areas. Finally, in "School-to-Work Transition: Identification of Employment Related Outcome and Activity Indicators," Paula Kohler and Rank Rusch identify measures to serve as indicators for each outcome and activity identified earlier by project directors. The listing of outcome and activity indicators is appended. Individual papers contain references. (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC