Literaturnachweis - Detailanzeige
| Autor/inn/en | Baxter, Abigail; Reeves, Linda M. |
|---|---|
| Titel | Inclusion of Digital Literacy Skills in Transition Planning for Students with Intellectual Disabilities |
| Quelle | In: Journal of Special Education Technology, 38 (2023) 3, S.384-391 (8 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Reeves, Linda M.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0162-6434 |
| DOI | 10.1177/01626434221120416 |
| Schlagwörter | Intellectual Disability; Students with Disabilities; Technological Literacy; Transitional Programs; Planning; Postsecondary Education; Inclusion; Technology Uses in Education; Assistive Technology; Individualized Education Programs; High School Students; Special Education Teachers; Job Skills; Readiness Intellect; Disability; Disabilities; Verstand; Behinderung; Student; Students; Schüler; Schülerin; Studentin; Technisches Wissen; Ablaufplanung; Planungsprozess; Post-secondary education; Tertiäre Bildung; Inklusion; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Individualized education program; Individualisierendes Lernen; High school; High schools; Oberschule; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Produktive Fertigkeit |
| Abstract | Inclusive post-secondary education (PSE) for students with intellectual disabilities (IDs) is becoming increasingly common in colleges and universities. A majority of these inclusive PSE programs focus on academic enrichment, socialization, independent living skills, integrated work experiences, and career skills. Thus, in inclusive PSE programs, it is important for students with ID to be able to use technology for academic, employment, independent living, and communication functions. It is also beneficial if these students are able to use different technology devices (e.g., computers, smart phones, and tablets) for multiple purposes in order to complete academic, social, recreational, and vocational tasks. Although students with ID can be taught these skills in college, students who begin PSE programs already having these technology skills are better prepared for college and adulthood. Including digital literacy skills, technology strategies, and assistive technology use and application goals in Individualized Education Program (IEP) transition plans may be very helpful in preparing high school students for multiple adult outcomes. This paper describes some of the assistive technology and digital literacy skills, strategies, tools, and goals that secondary level special education teachers should include in students' IEPs and transition plans. It also suggests how special education teachers can teach these technology skills. (As Provided). |
| Anmerkungen | SAGE Publications. 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: https://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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