A Multi-Faceted Approach to Successful Transition for Students with Intellectual Disabilities

Autor/in	Dubberly, Russell G.
Titel	A Multi-Faceted Approach to Successful Transition for Students with Intellectual Disabilities
Quelle	In: Journal of the American Academy of Special Education Professionals, (2011), S.46-51 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-7466
Schlagwörter	Intellectual Disability; High School Students; Self Determination; Transitional Programs; Teaching Methods; Independent Living; Teacher Student Relationship; Urban Environment + Suchen Sie Ihr Suchwort? Intellect; Disability; Disabilities; Verstand; Behinderung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Selbstbestimmung; Teaching method; Lehrmethode; Unterrichtsmethode; Selbstverantwortung; Teacher student relationships; Lehrer-Schüler-Beziehung; Stadtökologie
Abstract	This report summarizes the multi-faceted, dynamic instructional model implemented to increase positive transition outcomes for high school students with intellectual disabilities. This report is based on the programmatic methods implemented within a secondary-level school in an urban setting. This pedagogical model facilitates the use of self-determination training, functional academics, positive behavioral strategies, and normalization theory to promote community access, employment, and increased social opportunities. The various instructional methods used are dependent upon each other and require a team of educators to work collaboratively toward the common goal of students successfully transitioning from high school to adult living. (As Provided).
Anmerkungen	American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: editor@aasep.org; Web site: http://www.aasep.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01