Adolescents with Disabilities Transitioning to Adulthood: Implications for a Diverse and Multicultural Population

Autor/in	Trainor, Audrey A.
Titel	Adolescents with Disabilities Transitioning to Adulthood: Implications for a Diverse and Multicultural Population
Quelle	In: Prevention Researcher, 17 (2010) 2, S.12-16 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1086-4385
Schlagwörter	Transitional Programs; Disabilities; Adolescents; Minority Groups; Employment Potential; High School Graduates; Postsecondary Education; Special Education; Learning Disabilities; Young Adults; Individual Development; Maturity (Individuals) + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Ethnische Minderheit; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Post-secondary education; Tertiäre Bildung; Special needs education; Sonderpädagogik; Sonderschulwesen; Learning handicap; Lernbehinderung; Young adult; Junger Erwachsener; Individuelle Entwicklung; Reifung
Abstract	Regardless of disability status, adolescents benefit from planning and instruction as they prepare to move forward into adulthood. For those with disabilities, however, transition education--that is, the planning, direct instruction, and experiential learning that helps adolescents make decisions and gain requisite attitudes, knowledge, and skills--is essential to attaining adult success. Because adolescents with disabilities face unique challenges to postsecondary education, employment, and other aspects of achieving adult success, transition education models address a range of adult domains. Despite the advancement of special education postsecondary transition theory and practice, some groups of youth, particularly those who have been historically marginalized, continue to fare worse than their dominant-group peers. This article considers the state of transition education and planning for youth with disabilities, paying particular attention to majority/minority issues and trends. (Contains 1 table.) (As Provided).
Anmerkungen	Integrated Research Services, Inc. 66 Club Road Suite 370, Eugene, OR 97401. Tel: 800-929-2955; Fax: 541-683-2621; Web site: http://www.tpronline.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10