A College and Career Readiness Framework for Secondary Students with Disabilities

Autor/inn/en	Morningstar, Mary E.; Lombardi, Allison; Fowler, Catherine H.; Test, David W.
Titel	A College and Career Readiness Framework for Secondary Students with Disabilities
Quelle	In: Career Development and Transition for Exceptional Individuals, 40 (2017) 2, S.79-91 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-1434
DOI	10.1177/2165143415589926
Schlagwörter	High School Students; Disabilities; College Readiness; Career Readiness; Models; Qualitative Research; Success; Academic Achievement; Learner Engagement; Learning Processes; Critical Thinking; Interpersonal Competence; Focus Groups; Stakeholders; Academic Persistence; Data Analysis; Skill Development; Student Development; Planning + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Handicap; Behinderung; Analogiemodell; Qualitative Forschung; Erfolg; Schulleistung; Learning process; Lernprozess; Kritisches Denken; Interpersonale Kompetenz; Auswertung; Kompetenzentwicklung; Qualifikationsentwicklung; Ablaufplanung; Planungsprozess
Abstract	In this qualitative study, a proposed organizing framework of college and career readiness for secondary students with disabilities was developed based on a synthesis of extant research articulating student success. The original proposed framework included six domains representing academic and nonacademic skills associated with college and career readiness: academic engagement, academic mind-sets, learning processes, critical thinking, social skills, and transition knowledge. Focus groups were conducted to examine perspectives among state-level stakeholders with knowledge and expertise regarding college and career readiness, drop-out prevention, and secondary transition. Through an iterative process, the focus group data were analyzed and the framework was refined based on findings. Implications for practice and suggestions for future research are discussed. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 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