Life beyond the classroom: transition strategies for young people with disabilities
In this improved and expanded edition of a classic resource, Paul Wehman and his colleagues take a fresh look at transition, examining the persistent yet unfortunate reality that not working is perhaps the truest definition of having a disability. Specialists in a variety of disciplines can use the...
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
Baltimore u.a.
Brookes
1996
|
| Ausgabe: | 2. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Zusammenfassung: | In this improved and expanded edition of a classic resource, Paul Wehman and his colleagues take a fresh look at transition, examining the persistent yet unfortunate reality that not working is perhaps the truest definition of having a disability. Specialists in a variety of disciplines can use the creative and practical techniques in this book to ensure careful transition planning, to build young people's confidence and competence in this work skills, and to foster support from businesses and community organizations for training and employment programs. Young people with disabilities need life-skills training before they leave school. Life Beyond the Classroom offers professionals and students indispensable information and effective strategies for ensuring successful, supported transitions. |
| Beschreibung: | XXI, 533 S. Ill., graph. Darst. |
| ISBN: | 1557662487 |
Internformat
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| 245 | 1 | 0 | |a Life beyond the classroom |b transition strategies for young people with disabilities |c by Paul Wehman |
| 250 | |a 2. ed. | ||
| 264 | 1 | |a Baltimore u.a. |b Brookes |c 1996 | |
| 300 | |a XXI, 533 S. |b Ill., graph. Darst. | ||
| 336 | |b txt |2 rdacontent | ||
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| 520 | 3 | |a In this improved and expanded edition of a classic resource, Paul Wehman and his colleagues take a fresh look at transition, examining the persistent yet unfortunate reality that not working is perhaps the truest definition of having a disability. Specialists in a variety of disciplines can use the creative and practical techniques in this book to ensure careful transition planning, to build young people's confidence and competence in this work skills, and to foster support from businesses and community organizations for training and employment programs. Young people with disabilities need life-skills training before they leave school. Life Beyond the Classroom offers professionals and students indispensable information and effective strategies for ensuring successful, supported transitions. | |
| 650 | 4 | |a Jeunes handicapés - Travail - États-Unis | |
| 650 | 4 | |a Jeunes handicapés - États-Unis - Psychologie | |
| 650 | 4 | |a Orientation professionnelle pour les handicapés - États-Unis | |
| 650 | 4 | |a Transition école-travail - États-Unis | |
| 650 | 4 | |a People with disabilities |x Vocational guidance |z United States | |
| 650 | 4 | |a School-to-work transition |z United States | |
| 650 | 4 | |a Youth with disabilities |x Employment |z United States | |
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Datensatz im Suchindex
| _version_ | 1804125566924750848 |
|---|---|
| adam_text | Contents
About the Authors ix
Preface xv
For the Reader xix
Acknowledgments xxi
I Defining and Planning Transition
1 Identifying the Scope and Vision of Transition 3
Defining Transition
Transition to Adulthood for Youth with Disabilities
Related Disability Legislation
Nine Guiding Principles for Transition Implementation
Conclusion
2 Expanding Participation and Choice of Students and Families 35
Students and Parents: Getting Involved in the Transition Process
How Should Students with Disabilities Voice Transition Needs?
Family Expectations for Their Children
Parental Concerns
Conclusion
Appendix A: Questions and Answers About Competitive
Employment
Appendix B: Questions and Answers About the Job Coach
3 Transition Planning with the Community 57
Sharing Responsibility for Transition
Key Components in Transition Models
Career Education and Transition Models
Conclusion
4 Individualized Transition Planning 77
Challenges in Individualized Transition Planning
Implementing Individualized Transition Planning Procedures
Strategies for Transition Planning
Communication with Parents
Conclusion
II Facilitating and Supporting Transition
5 Interagency Cooperation 107
Interagency Cooperation at the State Level
Interagency Cooperation at the Local Level
Models of Interagency Interaction
V
vi Contents A Three Way Interagency Agreement for Transition Planning and
Supported Employment Services
Conclusion
Appendix: Sample Interagency Programs
6 Teaching for Transition 137
Curriculum Design for Transition: What Should Teachers Teach?
Where Should Teachers Provide Instruction?
Implementing Community Based Training
Teaching for Transition
Teaching Strategies: The Logistics of Scheduling
Conclusion
7 Finding Jobs for Young People with Disabilities 163
Gary Griffin and Pam Sherron
Job Development
Identifying Business Contacts
Making Contact
Employer Presentation
Job Analysis
Building Employer Awareness of the Need for Jobs
Job Carving
Conclusion
8 Vocational Placements and Careers 189
Important Values in Vocational Programs
Vocational Placement Options: What Are the Choices?
Moving Toward a Customer Driven Model of Supported
Employment
Who Is Receiving Competitive versus Segregated Employment?
Natural Supports in the Workplace
Conclusion
Appendix A: The Americans with Disabilities Act, Title I
Employment
Appendix B: The ADA: Separating Myth from Reality
9 Independent Living 231
Michael D. West, Karen Gibson, Darlene linger, and Kelly Kane
Changing Paradigms of Independent Living
Identifying and Filling Community Support Needs
Types of Support Needs
Conclusion
III Designing and Implementing Individualized Transition Plans
10 Applications for Youth with Mild Mental Retardation 249
Patricia Brown Glover and Paul Wehman
Changes in the Population of Youth with Mild Mental Retardation
Challenges of Working with Youth with Mild Mental Retardation
The Nature of Supports and the AAMR Definition
Assessment of Youth with Mild Mental Retardation
Contents vii
Curriculum Strategies for Youth with Mild Mental Retardation
Implementing Individualized Transition Plans for Youth with Mild
Mental Retardation
Evaluation of Transition Outcomes for Youth with Mild Mental
Retardation
Conclusion
11 Applications for Youth with Severe Disabilities 277
Paul Wehman, Christine Hess, and John Kregel
Who Are Individuals with Severe Disabilities?
Characterisitics of Appropriate Education Programs
Essential Components of Community Based Vocational Instruction
Individualized Transition Planning for Youth with Severe
Disabilities
Evaluating Transition Outcomes of Youth with Severe Disabilities
Conclusion
12 Applications for Youth with Sensory Impairments 303
Susan Lehtnann Griffin and Paul Wehman
Defining Students with Sensory Impairments
Characteristics of Youth with Sensory Impairments
Unique Learning Challenges Presented to Professionals by Youth
with Sensory Impairments
Assessment of Youth with Sensory Impairments
Technology and Transition for Youth with Sensory Impairments
Designing and Implementing Individualized Transition Plans for
Youth with Sensory Impairments
Community Integration for Youth with Visual Impairments
Evaluation of Transition Outcomes for Youth with Sensory
Impairments
Conclusion
13 Applications for Youth with Learning Disabilities 337
Elizabeth Evans Getzel and John J. Gugerty
Defining Learning Disabilities
Experiences of Individuals with Learning Disabilities
Employment Issues
Unique Challenges Presented by Youth with Learning Disabilities
Assessment for Transition
Teaching Strategies
Preparing for Transition
Designing and Implementing ITPs for Youth with LD
Evaluation of Transition Outcomes for Youth with LD
Conclusion
14 Applications for Youth with Behavior Disorders 393
Defining Behavior Disorders
Characteristics of Youth with Behavior Disorders
Unique Challenges of Youth with Behavior Disorders
Assessment for Transition
viii Contents Teaching for Transition
Individualized Transition Planning
Job Possibilities for Youth with Behavior Disorders
Evaluation of Transition Outcomes for Students with Behavior
Disorders
Supported Employment Outcomes for Individuals with Behavior
Disorders
Conclusion
15 Applications for Youth with Orthopedic and Other Health Impairments 419
Michael D. West, Melinda Mast, Ronne Cosel, and Mike Cosel
Behavior and Learning Characteristics of Youth with Orthopedic
and Other Health Impairments
Unique Challenges Presented by Youth with Orthopedic and Other
Health Impairments
Assessment of Youth with Orthopedic and Other Health
Impairments
Teaching Strategies for Youth with Orthopedic and Other Health
Impairments
Designing and Implementing ITPs for Youth with Orthopedic and
Other Health Impairments
Evaluation of Transition Outcomes for Youth with Orthopedic and
Other Health Impairments
Conclusion
16 Applications for Youth with Traumatic Brain Injury 445
Paul Wehman, Michael D. West, and Pam Sherron
Characteristics of Youth with Traumatic Brain Injury
Using the Interdisciplinary Team Approach
Unique Challenges Presented by Youth with Traumatic Brain Injury
Assessment for Transition
Enhancing Academic Reentry and Inclusion
Designing Transition Programs for Youth with TBI
Helping Individuals with TBI Go to Work
Conclusion
References 481
Appendix: Review of Post 21 Studies for Youth with Disabilities 505
Learning Disabilities
Mental Retardation
Behavior Disorders
Hearing Impairments
Visual Impairments
Physical Disabilities
Recommendations
Index 511
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| spelling | Life beyond the classroom transition strategies for young people with disabilities by Paul Wehman 2. ed. Baltimore u.a. Brookes 1996 XXI, 533 S. Ill., graph. Darst. txt rdacontent n rdamedia nc rdacarrier In this improved and expanded edition of a classic resource, Paul Wehman and his colleagues take a fresh look at transition, examining the persistent yet unfortunate reality that not working is perhaps the truest definition of having a disability. Specialists in a variety of disciplines can use the creative and practical techniques in this book to ensure careful transition planning, to build young people's confidence and competence in this work skills, and to foster support from businesses and community organizations for training and employment programs. Young people with disabilities need life-skills training before they leave school. Life Beyond the Classroom offers professionals and students indispensable information and effective strategies for ensuring successful, supported transitions. Jeunes handicapés - Travail - États-Unis Jeunes handicapés - États-Unis - Psychologie Orientation professionnelle pour les handicapés - États-Unis Transition école-travail - États-Unis People with disabilities Vocational guidance United States School-to-work transition United States Youth with disabilities Employment United States Youth with disabilities United States Psychology Jugend (DE-588)4028859-6 gnd rswk-swf Behinderung (DE-588)4112696-8 gnd rswk-swf Berufsanfang (DE-588)4144734-7 gnd rswk-swf USA Jugend (DE-588)4028859-6 s Behinderung (DE-588)4112696-8 s Berufsanfang (DE-588)4144734-7 s DE-604 Wehman, Paul Sonstige oth HBZ Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=007419926&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Life beyond the classroom transition strategies for young people with disabilities Jeunes handicapés - Travail - États-Unis Jeunes handicapés - États-Unis - Psychologie Orientation professionnelle pour les handicapés - États-Unis Transition école-travail - États-Unis People with disabilities Vocational guidance United States School-to-work transition United States Youth with disabilities Employment United States Youth with disabilities United States Psychology Jugend (DE-588)4028859-6 gnd Behinderung (DE-588)4112696-8 gnd Berufsanfang (DE-588)4144734-7 gnd |
| subject_GND | (DE-588)4028859-6 (DE-588)4112696-8 (DE-588)4144734-7 |
| title | Life beyond the classroom transition strategies for young people with disabilities |
| title_auth | Life beyond the classroom transition strategies for young people with disabilities |
| title_exact_search | Life beyond the classroom transition strategies for young people with disabilities |
| title_full | Life beyond the classroom transition strategies for young people with disabilities by Paul Wehman |
| title_fullStr | Life beyond the classroom transition strategies for young people with disabilities by Paul Wehman |
| title_full_unstemmed | Life beyond the classroom transition strategies for young people with disabilities by Paul Wehman |
| title_short | Life beyond the classroom |
| title_sort | life beyond the classroom transition strategies for young people with disabilities |
| title_sub | transition strategies for young people with disabilities |
| topic | Jeunes handicapés - Travail - États-Unis Jeunes handicapés - États-Unis - Psychologie Orientation professionnelle pour les handicapés - États-Unis Transition école-travail - États-Unis People with disabilities Vocational guidance United States School-to-work transition United States Youth with disabilities Employment United States Youth with disabilities United States Psychology Jugend (DE-588)4028859-6 gnd Behinderung (DE-588)4112696-8 gnd Berufsanfang (DE-588)4144734-7 gnd |
| topic_facet | Jeunes handicapés - Travail - États-Unis Jeunes handicapés - États-Unis - Psychologie Orientation professionnelle pour les handicapés - États-Unis Transition école-travail - États-Unis People with disabilities Vocational guidance United States School-to-work transition United States Youth with disabilities Employment United States Youth with disabilities United States Psychology Jugend Behinderung Berufsanfang USA |
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