Best Practices in the Transition to Work Services for Students with Intellectual Disability: Perspectives by Gender from Saudi Arabia

Autor/in	Alnahdi, Ghaleb
Titel	Best Practices in the Transition to Work Services for Students with Intellectual Disability: Perspectives by Gender from Saudi Arabia
Quelle	In: International Journal of Special Education, 31 (2016) 3, (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0827-3383
Schlagwörter	Best Practices; Intellectual Disability; Foreign Countries; Special Education; Special Education Teachers; Teacher Attitudes; Multivariate Analysis; Work Experience; Transitional Programs; Physical Disabilities; Focus Groups; Elementary School Teachers; Secondary School Teachers; Saudi Arabia + Suchen Sie Ihr Suchwort? Intellect; Disability; Disabilities; Verstand; Behinderung; Ausland; Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Multivariate Analyse; Employment experience; Job experience; Occupational experience; Berufserfahrung; Physical handicap; Körperbehinderung; Elementary school; Grundschule; Volksschule; Saudi-Arabien
Abstract	Transition to work services are a complex process and can cover an enormous range of practices. This paper examines the literature on best practices in transition to work services and considers teachers' perspectives regarding these practices. Teachers working with students with intellectual disabilities participated in this study (369). The three practices rated highest by teachers were exposing students to work experiences, maximizing opportunities to participate in activities with typically developing peers, and family participation in the development of a transition plan. Perspectives by gender are discussed. (As Provided).
Anmerkungen	International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialed.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01