Literaturnachweis - Detailanzeige
| Autor/inn/en | Eastman, Karen; Zahn, Gail; Ahnupkana, Wendy; Havumaki, Bryson |
|---|---|
| Titel | Small Town Transition Services Model: Postsecondary Planning for Students with Autism Spectrum Disorder |
| Quelle | In: Rural Special Education Quarterly, 40 (2021) 3, S.157-166 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 8756-8705 |
| DOI | 10.1177/87568705211027978 |
| Schlagwörter | Postsecondary Education; Students with Disabilities; Autism; Pervasive Developmental Disorders; Rural Areas; Transitional Programs; High School Students; Career Readiness; College Readiness; Agency Cooperation; Family Involvement; Self Determination; Services; Models; Inclusion; Regular and Special Education Relationship; Team Teaching; Job Skills; Vocational Education; Portfolios (Background Materials); Barriers Post-secondary education; Tertiäre Bildung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Autismus; Rural area; Ländlicher Raum; High school; High schools; Oberschule; Selbstbestimmung; Dienstleistung; Analogiemodell; Inklusion; Teamteaching; Produktive Fertigkeit; Ausbildung; Berufsbildung |
| Abstract | Graduating from high school and moving to the next phase of life can be difficult for any student but is particularly so for those with autism spectrum disorder (ASD). Social and communication difficulties, sensory concerns, and narrow interests can negatively affect these students' opportunity for postsecondary education and employment. Preparing students with ASD for post-school success may be especially challenging in rural schools, due to limited opportunities and resources. This article describes a rural high school transition services program designed to support students with ASD and other disabilities in becoming gainfully employed after high school or accessing post-secondary education. The program, designed by a student's transition team starting in Grade 9, is based on recommendations from the literature and includes inclusion and co-teaching, work skills classes, collaboration with outside agencies, and the development of a student portfolio. (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 | 2024/1/01 |
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