Transition from School to Life: 16 Classes. A Complete University Course for Special Educators.

Autor/inn/en	Martin, James E.; Kohler, Paula D.
Institution	Illinois Univ., Champaign. Transition Research Inst.; Council for Exceptional Children, Reston, VA.
Titel	Transition from School to Life: 16 Classes. A Complete University Course for Special Educators.
Quelle	(1999), (278 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-86586-344-X
Schlagwörter	Leitfaden; Unterricht; Lehrer; Agency Cooperation; Career Education; Delivery Systems; Disabilities; Education Work Relationship; Family Involvement; Higher Education; Models; Preservice Teacher Education; Program Development; Secondary Education; Self Determination; Student Centered Curriculum; Student Development; Theory Practice Relationship; Transitional Programs + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Arbeitslehre; Auslieferung; Handicap; Behinderung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Analogiemodell; Lehramtsstudiengang; Lehrerausbildung; Programmplanung; Sekundarbereich; Selbstbestimmung; Theorie-Praxis-Beziehung
Abstract	This document presents all necessary materials for a complete course at the university level on the transition of students with disabilities from school to adult life. It includes an instructor's guide, a class syllabus, and 16 class lessons. The course is based on the "Taxonomy for Transition Programming," a model of effective transition practices developed through a review of transition-related research and exemplary transition programs. Early class lessons provide an overview of research findings about the postschool outcomes of students with disabilities, and introduce the "Taxonomy" as a model for planning, implementing, and evaluating transition-focused education. Subsequent class lessons focus on content directly related to the model's five practice categories: (1) student-focused planning, (2) student development, (3) interagency collaboration, (4) family involvement, and (5) program structures. Each lesson features readings, discussion, and activities related to the specific practice category. Self-determination for students is stressed throughout the curriculum. Overhead and handout masters are also included. (Individual sections contain references.) (DB)
Anmerkungen	Council for Exceptional Children, 1920 Association Drive, Reston, VA 20191-1589 (Stock No. P5321, $195 plus postage and handling). Tel: 888-232-7733 (Toll Free); Web site: http://www.cec.sped.org.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01