A Social-Cognitive Exploration of the Career and College Understanding of Young Adults with Intellectual Disabilities

Autor/inn/en	Gibbons, Melinda M.; Hyfantis, Justina; Cihak, David F.; Wright, Rachel; Mynatt, Blair
Titel	A Social-Cognitive Exploration of the Career and College Understanding of Young Adults with Intellectual Disabilities
Quelle	In: Professional School Counseling, 19 (2015) 1, S.80-91 (12 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1096-2409
DOI	10.5330/1096-2409-19.1.80
Schlagwörter	Intellectual Disability; High School Students; Social Theories; Epistemology; Self Efficacy; Self Determination; Barriers; Qualitative Research; Content Analysis; Higher Education; Careers; Knowledge Level; Structured Interviews + Suchen Sie Ihr Suchwort? Intellect; Disability; Disabilities; Verstand; Behinderung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Gesellschaftstheorie; Erkenntnistheorie; Self-efficacy; Selbstwirksamkeit; Selbstbestimmung; Qualitative Forschung; Inhaltsanalyse; Hochschulbildung; Hochschulsystem; Hochschulwesen; Career; Karriere; Wissensbasis
Abstract	Students with intellectual disabilities (ID) are less likely to continue their education or become employed after high school. Although transition services are provided, little is known about students' understanding of their post-high school options. Using a social cognitive framework, the authors interviewed students with ID to determine their career and college understanding. Qualitative content analysis revealed varying amounts of perceived barriers and supports, including limited college and career knowledge. This article includes implications for school counselors. (As Provided).
Anmerkungen	American School Counselor Association. 1101 King Street Suite 625, Alexandria, VA 22314. Tel: 703-683-2722; Fax: 703-683-1619; e-mail: asca@schoolcounselor.org; Web site: http://www.schoolcounselor.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01