Literaturnachweis - Detailanzeige
| Autor/inn/en | Rowe, Dawn A.; Carter, Erik; Gajjar, Shimul; Maves, Erin A.; Wall, Jennifer C. |
|---|---|
| Titel | Supporting Strong Transitions Remotely: Considerations and Complexities for Rural Communities during COVID-19 |
| Quelle | In: Rural Special Education Quarterly, 39 (2020) 4, S.220-232 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Rowe, Dawn A.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 8756-8705 |
| DOI | 10.1177/8756870520958199 |
| Schlagwörter | COVID-19; Pandemics; Special Education; Rural Schools; Distance Education; Online Courses; Transitional Programs; Students with Disabilities; Planning; Student Adjustment; School Closing; Delivery Systems; Family School Relationship; Evaluation Methods; Individualized Education Programs; Employment Level; High School Students; Postsecondary Education; Independent Living; Community Programs; Participation; Partnerships in Education; Agency Cooperation; School Business Relationship; Employers Special needs education; Sonderpädagogik; Sonderschulwesen; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Distance study; Distance learning; Fernunterricht; Online course; Online-Kurs; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Ablaufplanung; Planungsprozess; Adjustment; Adaptation; School closings; Schließung; Schließung (von Schulen); Auslieferung; Individualized education program; Individualisierendes Lernen; Beschäftigungsgrad; High school; High schools; Oberschule; Post-secondary education; Tertiäre Bildung; Selbstverantwortung; Teilnahme; Hochschulpartnerschaft |
| Abstract | Transition education is a distinctive aspect of special education that extends well beyond the boundaries of the school building, engages partners from all corners of the local community, and addresses so many different life domains. In the midst of a pandemic, creative strategies are needed to equip students with the skills, knowledge, experiences, supports, and relationships that prepare them well for a future of flourishing in adulthood. In this article, we describe key features of high-quality transition education and illustrate some of the ways each area might be addressed remotely or at times when being present together is not possible. In addition, guidance is provided on how to ensure educators and service providers are well-prepared for their roles, as rural districts and communities seek ways to equip students and support their transitions using these new approaches. (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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