Literaturnachweis - Detailanzeige
Autor/in | Taylor, Sara |
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Titel | The Practices of Teachers in the Development of Post-Secondary Skills in Students with Learning Disabilities |
Quelle | In: Journal of the American Academy of Special Education Professionals, (2021), S.96-115 (20 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2325-7466 |
Schlagwörter | Students with Disabilities; College Students; Postsecondary Education; Learning Disabilities; Job Skills; Independent Living; Daily Living Skills; Teaching Methods; College Readiness; Equal Education; Educational Legislation; Federal Legislation; Transitional Programs; Student Adjustment; Cultural Differences; Social Support Groups; Cultural Relevance Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Collegestudent; Post-secondary education; Tertiäre Bildung; Learning handicap; Lernbehinderung; Produktive Fertigkeit; Selbstverantwortung; Alltagsfertigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsrecht; Schulgesetz; Bundesrecht; Adjustment; Adaptation; Kultureller Unterschied; Social support; Soziale Unterstützung |
Abstract | After high school, the outcomes for youth with disabilities fail to keep up with their typically developing peers. Participation in post-secondary education, hourly earnings, and engagement in either education or employment up to six years after high school are all lower than the general population (Cameto et al., 2011). A researcher-developed online survey investigated the current strategies used with students with Specific Learning Disabilities (SLD). The questions focused on the development of skills necessary to meet post-secondary education, employment, and independent living goals. A directed content analysis did not reveal evidence that teachers are using the evidence-based practices described by the National Technical Assistance Center on Transition. The paper includes the practices of respondents. This research shows that there is a significant difference in the practices of teachers when it comes to students with SLD. These differences may contribute to decreased post-secondary engagement. There is also a lack of research and evidence-based practices for this population leading teachers to pull from unreliable sources or ignore the need for transition skills. (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 | 2024/1/01 |