Technology and Transition in the 21st Century

Autor/inn/en	Kellems, Ryan O.; Grigal, Meg; Unger, Darlene D.; Simmons, Thomas J.; Bauder, Debra; Williams, Caroline
Titel	Technology and Transition in the 21st Century
Quelle	In: TEACHING Exceptional Children, 47 (2015) 6, S.336-343 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
DOI	10.1177/0040059915588089
Schlagwörter	Technology Uses in Education; Autism; Pervasive Developmental Disorders; Career Development; Transitional Programs; Planning; Video Technology; Modeling (Psychology); Prompting; Skill Development; Job Skills; Simulated Environment; Computer Simulation; Job Shadowing; High School Students; Geographic Information Systems; Handheld Devices; Transportation; Barriers + Suchen Sie Ihr Suchwort? Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Autismus; Berufsentwicklung; Ablaufplanung; Planungsprozess; Modeling; Modelling; Modellierung; Benutzerführung; Kompetenzentwicklung; Qualifikationsentwicklung; Produktive Fertigkeit; Künstliche Umwelt; Computergrafik; Computersimulation; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Verkehrswesen
Abstract	Devices like smartphones, tablets, and MP3 players are becoming everyday tools for the majority of the population. Technology can assist students with disabilities in many self-determination activities, such as choice making, decision making, and self-management. In addition, technology tools can support them in a wide range of transition-related settings, including daily living, postsecondary education, employment, and recreation and leisure. When engaged appropriately, these technologies can have dramatic effects, improving the long-term outcomes for individuals with disabilities. Specifically, various technologies can (1) provide support for response prompting to enhance job-related performance; (2) allow for virtual experiences to teach desired postsecondary skills; and (3) facilitate access to transportation options to desired postsecondary locations. Given the important role of transition in preparing students with disabilities for life after high school, practitioners can take advantage of expanding technology-based supports. As technology continues to advance, the possibilities for increasing the effectiveness of instructional practices and student support will increase. These advances will ultimately improve the ways that transitioning students will be able to live, work, and navigate their communities. (ERIC).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01