Literaturnachweis - Detailanzeige
| Autor/inn/en | Collet-Klingenberg, Lana L.; Kolb, Sharon M. |
|---|---|
| Titel | Secondary and Transition Programming for 18-21 Year Old Students in Rural Wisconsin |
| Quelle | In: Rural Special Education Quarterly, 30 (2011) 2, S.19-27 (9 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 8756-8705 |
| DOI | 10.1177/875687051103000204 |
| Schlagwörter | Rural Areas; Transitional Programs; Developmental Studies Programs; Curriculum Development; Employment Opportunities; Independent Living; Instructional Effectiveness; Student Transportation; Accessibility (for Disabled); Related Services (Special Education); Barriers; Recreational Activities; Postsecondary Education; Special Education Teachers; Teacher Surveys; Adult Students; Wisconsin Rural area; Ländlicher Raum; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Berufschance; Beschäftigungschance; Selbstverantwortung; Unterrichtserfolg; Schulbus; Accessibility; Zugänglichkeit; Freizeitgestaltung; Post-secondary education; Tertiäre Bildung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin |
| Abstract | In a study that examined transition services for students with disabilities aged 18-21 years in the state of Wisconsin, respondents completed and returned 231 surveys. Survey data indicated that 50% of respondents lived in rural communities. The authors analyzed data for participant perspectives on components of transition planning in the areas of curriculum, employment, independent living, instruction, leisure/recreation, post-secondary education, transition, and transportation/mobility. Results included that the most common reported perceived barriers to provision of effective transition programming center around lack of resources. The authors discuss the specifics of these barriers and suggest ways schools may begin to remove or circumvent these barriers. (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 |
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