Literaturnachweis - Detailanzeige
| Autor/inn/en | Schutz, Michele A.; Travers, Hilary E. |
|---|---|
| Titel | Career Development in Rural Districts: Opportunities and Limitations Regarding Students with Disabilities |
| Quelle | In: Rural Special Education Quarterly, 42 (2023) 3, S.136-151 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Schutz, Michele A.) ORCID (Travers, Hilary E.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 8756-8705 |
| DOI | 10.1177/87568705231179939 |
| Schlagwörter | Students with Disabilities; Career Development; Teacher Attitudes; Administrator Attitudes; Rural Schools; School Districts; Symptoms (Individual Disorders); School Personnel; Partnerships in Education; Inclusion; Job Skills; Cooperation; High Schools; Low Income Students; School Business Relationship; Individual Characteristics; Caseworker Approach; Delivery Systems; Affordances; Barriers; Transitional Programs Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Berufsentwicklung; Lehrerverhalten; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; School district; Schulbezirk; Psychiatrische Symptomatik; Schulpersonal; Hochschulpartnerschaft; Inklusion; Produktive Fertigkeit; Co-operation; Kooperation; High school; Oberschule; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Auslieferung |
| Abstract | The joint contributions of general education and special education staff should collectively support career development for students with disabilities in rural communities. This mixed-methods study explored the views of staff and administrators across 10 rural districts on staffing for supporting students with disabilities in preparing for work, how districts addressed career development, and how various factors affected service delivery. Findings indicated that the extent to which students with disabilities participated in career development opportunities varied based on disability types, the ways in which staff were allocated for providing services, and the extent to which partnerships were leveraged for this purpose. We offer recommendations for addressing staff needs and facilitating inclusion for students with disabilities in preparing for employment. (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: https://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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