Deconstructing Residential Immersive Life Skills Programming through a Pedagogical Lens: Mechanisms That Can Facilitate Learning for Youth with Disabilities

Autor/inn/en	Duff, Celeste; McPherson, Amy C.; King, Gillian; Kingsnorth, Shauna
Titel	Deconstructing Residential Immersive Life Skills Programming through a Pedagogical Lens: Mechanisms That Can Facilitate Learning for Youth with Disabilities
Quelle	In: Journal of Research in Special Educational Needs, 20 (2020) 2, S.121-129 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Duff, Celeste) ORCID (McPherson, Amy C.) ORCID (King, Gillian) ORCID (Kingsnorth, Shauna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1471-3802
DOI	10.1111/1471-3802.12470
Schlagwörter	Daily Living Skills; Youth; Disabilities; Skill Development; Pretests Posttests; Experiential Learning; Residential Programs; Program Effectiveness; Interpersonal Relationship; Teaching Methods; Psychological Patterns + Suchen Sie Ihr Suchwort? Alltagsfertigkeit; Jugend; Jugendlicher; Jugendalter; Handicap; Behinderung; Kompetenzentwicklung; Qualifikationsentwicklung; Experiental learning; Erfahrungsorientiertes Lernen; Sozialer Wohnungsbau; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Residential Immersive Life Skills (RILS) programs are unique programs for youth with disabilities. Situated, experiential, psychoeducational and strengths-based learning approaches expose youth to opportunities and experiences that can facilitate the development of adaptive behaviours. This study examined the pedagogy of RILS programs to facilitate life skills development in youth. This study draws on 25 qualitative interviews that were conducted with nine youth who attended one of three separate RILS programs. Interviews were conducted at three different time points: pre-program, 3 months post-program and 12 months post-program. Data were analysed using a constructivist grounded theory approach. The analysis provided evidence of the intended learning approaches that are mobilised in the RILS pedagogy (applied mechanisms): situated and experiential learning and psychoeducational and strengths-based learning approaches. The transcripts also uncovered three behavioural and emotional elements in the RILS pedagogy (implicit mechanisms): the power of (1) interpersonal connections; (2) culture of collective understanding; and (3) emotional contagion. Findings validated evidence of applied mechanisms and uncovered the hidden behavioural and emotional mechanisms in the RILS pedagogy. This in-depth insight is central to further developing not only independence-oriented life skills programs, but also broader education programs for youth with disabilities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01