Skills, Behaviors, Expectations, and Experiences Associated with Improved Postsecondary Outcomes for Students with Significant Cognitive Disabilities

Autor/inn/en	McConnell, Amber; Sanford, Christopher; Martin, James; Cameto, Renee; Hodge, Lori
Titel	Skills, Behaviors, Expectations, and Experiences Associated with Improved Postsecondary Outcomes for Students with Significant Cognitive Disabilities
Quelle	In: Research and Practice for Persons with Severe Disabilities, 46 (2021) 4, S.240-258 (19 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-7969
DOI	10.1177/15407969211053810
Schlagwörter	Severe Intellectual Disability; Transitional Programs; Individualized Education Programs; Equal Education; Federal Legislation; Educational Legislation; Students with Disabilities; Independent Living; Readiness; Postsecondary Education; Job Skills; Inclusion; High School Students; Student Needs; Agency Cooperation; Vocational Rehabilitation; Family Environment; Family Role; Self Determination; Daily Living Skills + Suchen Sie Ihr Suchwort? Individualized education program; Individualisierendes Lernen; Bundesrecht; Bildungsrecht; Schulgesetz; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Selbstverantwortung; Post-secondary education; Tertiäre Bildung; Produktive Fertigkeit; Inklusion; High school; High schools; Oberschule; Berufliche Rehabilitation; Familienmilieu; Selbstbestimmung; Alltagsfertigkeit
Abstract	An in-depth literature review was conducted to identify the skills, behaviors, expectations, and experiences (SBEEs) associated with employment, further education, and independent living for students with significant cognitive disabilities following high school. Analysis of 53 quantitative and qualitative studies identified 103 specific SBEEs associated with post high school outcomes. We then clustered the SBEEs into 10 constructs. We present the constructs and representative SBEEs, discuss implications for their use, and identify next steps needed to develop a new research-based transition assessment for students with significant cognitive disabilities associated with positive post-school transition outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01