Preparing Students with Intellectual Disabilities to Audit Inclusive University Courses

Autor/in	Wintle, James
Titel	Preparing Students with Intellectual Disabilities to Audit Inclusive University Courses
Quelle	In: British Journal of Special Education, 42 (2015) 2, S.183-198 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-3383
DOI	10.1111/1467-8578.12068
Schlagwörter	Mental Retardation; Inclusion; Credits; Adult Education; Universities; College Preparation; Observation; Grounded Theory; Curriculum; School Orientation; Self Concept; Self Expression; Literacy; Skill Development; Adults + Suchen Sie Ihr Suchwort? Geistige Behinderung; Inklusion; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; University; Universität; Beobachtung; Curricula; Lehrplan; Rahmenplan; Selbstkonzept; Ausdruck; Alphabetisierung; Schreib- und Lesefähigkeit; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	There is a growing trend toward including adults with intellectual disabilities (ID) in further education. However, there is a lack of literature on the preparation of students with ID to attend further education. This article, by James Wintle of Queen's University, Ontario, describes how a non-profit organisation, CALC Prep, prepares adults with ID to audit university courses. Eighty hours of observations were conducted over the course of one term at this organisation. A grounded theory approach was used to identify themes within CALC Prep's curriculum. Themes within the curriculum that were considered most useful for students preparing to audit courses at the university included familiarising the students with the university, enhancing self-awareness, enhancing self-expression and building literacy skills. Additionally, recommendations for improving the transition of students with ID from the preparation programme to auditing university courses are offered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01