GLORIA

GEOMAR Library Ocean Research Information Access

X

Ihre E-Mail wurde erfolgreich gesendet. Bitte prüfen Sie Ihren Maileingang.

Leider ist ein Fehler beim E-Mail-Versand aufgetreten. Bitte versuchen Sie es erneut.

Vorgang fortführen?

Exportieren
Filter
Materialart
Verlag/Herausgeber
Person/Organisation
Sprache
Erscheinungszeitraum
FID
Fachgebiete(RVK)
  • 1
    Online-Ressource
    Online-Ressource
    Equipping Youth With Autism Spectrum Disorders for Adulthood : Promoting Rigor, Relevance, and Relationships
    SAGE Publications ; 2014
    In:  Remedial and Special Education Vol. 35, No. 2 ( 2014-03), p. 80-90
    Details
    In: Remedial and Special Education, SAGE Publications, Vol. 35, No. 2 ( 2014-03), p. 80-90
    Kurzfassung: Equipping students with ASD for a good life after high school is the overarching goal of secondary special education services and supports. In this paper, we review important elements of effective transition education for adolescents with ASD. First, we review recent findings related to the post-school employment, education, and independent living outcomes of young adults with ASD. Next, we describe a framework for addressing three important aspects of secondary schooling: rigor, relevance, and relationships. At present, an emphasis on promoting rigor, relevance, and relationships offers a promising approach for addressing the multifaceted needs of youth and young adults with ASD. Rigor, relevance, and relationships should not be viewed as distinct or competing priorities, but as essential, inseparable elements of comprehensive transition education for students with ASD. We conclude with research and policy recommendations for improving the impact of transition service delivery for students with ASD.
    Materialart: Online-Ressource
    ISSN: 0741-9325 , 1538-4756
    URL: Article
    DOI: 10.1177/0741932513514857
    Sprache: Englisch
    Verlag: SAGE Publications
    Publikationsdatum: 2014
    ZDB Id: 2068560-9
    SSG: 5,3
    Standort Signatur Einschränkungen Verfügbarkeit
    BibTip Andere fanden auch interessant ...
    Online-Ressource
  • 2
    Online-Ressource
    Online-Ressource
    A Framework for Research in Transition: Identifying Important Areas and Intersections for Future Study
    SAGE Publications ; 2020
    In:  Career Development and Transition for Exceptional Individuals Vol. 43, No. 1 ( 2020-02), p. 5-17
    Details
    In: Career Development and Transition for Exceptional Individuals, SAGE Publications, Vol. 43, No. 1 ( 2020-02), p. 5-17
    Kurzfassung: The role of research in transition education has been prominent and influential. Yet too many young people with disabilities are still not experiencing outcomes aligned with their personal aspirations and priorities. Moreover, individuals with disabilities continue to experience barriers to employment, educational, economic, and other challenges well into adulthood. Moving forward as a field will require continued investment in strong scholarship and careful consideration of new areas of inquiry. In this article, we present a framework for transition research designed to identify key issues and intersections in which future inquiry should be directed. We present research needs in six different areas to illustrate these possibilities. We also highlight some of the complexities and considerations associated with conducting this research.
    Materialart: Online-Ressource
    ISSN: 2165-1434 , 2165-1442
    URL: Article
    DOI: 10.1177/2165143419864551
    Sprache: Englisch
    Verlag: SAGE Publications
    Publikationsdatum: 2020
    ZDB Id: 2742988-X
    Standort Signatur Einschränkungen Verfügbarkeit
    BibTip Andere fanden auch interessant ...
    Online-Ressource
  • 3
    Online-Ressource
    Online-Ressource
    Introduction to the Special Issue : Reflecting on the Past, Present, and Future of CDTEI
    SAGE Publications ; 2013
    In:  Career Development and Transition for Exceptional Individuals Vol. 36, No. 1 ( 2013-05), p. 4-5
    Details
    In: Career Development and Transition for Exceptional Individuals, SAGE Publications, Vol. 36, No. 1 ( 2013-05), p. 4-5
    Materialart: Online-Ressource
    ISSN: 2165-1434 , 2165-1442
    URL: Article
    DOI: 10.1177/2165143413485225
    Sprache: Englisch
    Verlag: SAGE Publications
    Publikationsdatum: 2013
    ZDB Id: 2742988-X
    Standort Signatur Einschränkungen Verfügbarkeit
    BibTip Andere fanden auch interessant ...
    Online-Ressource
  • 4
    Online-Ressource
    Online-Ressource
    La Transición: parent perspectives on transition for Latino youth with intellectual and developmental disabilities
    Wiley ; 2021
    In:  Journal of Research in Special Educational Needs Vol. 21, No. 4 ( 2021-10), p. 323-333
    Details
    In: Journal of Research in Special Educational Needs, Wiley, Vol. 21, No. 4 ( 2021-10), p. 323-333
    Kurzfassung: The transition to adulthood can be a challenging time for adolescents with intellectual and developmental disabilities. Its complexity, however, may be magnified for families who have immigrated to the United States. This study examined the transition expectations and experiences of six first‐generation, Latino parents and their transition‐aged (14–22) children with intellectual disability, autism, and/or multiple disabilities. Through individual interviews held in Spanish or English, parents offered insights into (1) their visions of success for their child, (2) the distinct barriers they face as immigrant families, and (3) their suggestions for schools and adult agencies related to supporting strong transitions. Their portraits of desired outcomes were quite individualized and reflected high expectations. Factors identified as inhibiting successful transitions included persistent language barriers, the views of certain professionals and community members, and exclusion from typical school experiences. Parents encouraged schools to support family advocacy, foster greater student independence, expand adult programming, and reduce segregated educational placements. We present implications for educators on working with Latino families, as well as offer recommendations for future research.
    Materialart: Online-Ressource
    ISSN: 1471-3802 , 1471-3802
    URL: Issue
    URL: Article
    DOI: 10.1111/jrs3.v21.4
    DOI: 10.1111/1471-3802.12530
    Sprache: Englisch
    Verlag: Wiley
    Publikationsdatum: 2021
    ZDB Id: 2126895-2
    Standort Signatur Einschränkungen Verfügbarkeit
    BibTip Andere fanden auch interessant ...
    Online-Ressource
  • 5
    Online-Ressource
    Online-Ressource
    Efficacy of Peer Support Arrangements to Increase Peer Interaction and AAC Use
    American Association on Intellectual and Developmental Disabilities (AAIDD) ; 2017
    In:  American Journal on Intellectual and Developmental Disabilities Vol. 122, No. 1 ( 2017-01-01), p. 25-48
    Details
    In: American Journal on Intellectual and Developmental Disabilities, American Association on Intellectual and Developmental Disabilities (AAIDD), Vol. 122, No. 1 ( 2017-01-01), p. 25-48
    Kurzfassung: Supporting interaction in inclusive settings between students with complex communication needs (CCN) and their peers requires careful planning and support. We used a multiple-probe-across-participants design to investigate the efficacy of collaborative planning and peer support arrangements to increase peer interaction in inclusive classrooms. Participants were four middle school students with CCN who had an intellectual disability and used an iPad with Proloquo2Go as augmentative and alternative communication (AAC). Educational teams comprised of a special educator, general educator, paraprofessional, and speech-language pathologist participated in collaborative planning for the intervention. For all four students, the intervention substantially increased communication to and from their peers. AAC use increased for one student. We offer implications for research and practice on supporting social interaction in general education settings.
    Materialart: Online-Ressource
    ISSN: 1944-7515 , 1944-7558
    URL: Article
    DOI: 10.1352/1944-7558-122.1.25
    Sprache: Englisch
    Verlag: American Association on Intellectual and Developmental Disabilities (AAIDD)
    Publikationsdatum: 2017
    SSG: 5,2
    Standort Signatur Einschränkungen Verfügbarkeit
    BibTip Andere fanden auch interessant ...
    Online-Ressource
  • 6
    Online-Ressource
    Online-Ressource
    Self-Determination Skills and Opportunities of Adolescents With Severe Intellectual and Developmental Disabilities
    American Association on Intellectual and Developmental Disabilities (AAIDD) ; 2009
    In:  American Journal on Intellectual and Developmental Disabilities Vol. 114, No. 3 ( 2009-05-01), p. 179-192
    Details
    In: American Journal on Intellectual and Developmental Disabilities, American Association on Intellectual and Developmental Disabilities (AAIDD), Vol. 114, No. 3 ( 2009-05-01), p. 179-192
    Kurzfassung: We asked teachers and parents to assess the self-determination prospects of 135 youth with severe intellectual and developmental disabilities. Teachers typically reported that youth evidenced limited knowledge about self-determined behavior, ability to perform these behaviors, and confidence regarding the efficacy of their self-determination efforts. Parents and teachers diverged in their evaluations of the self-determination capacities of youth but agreed that opportunities to engage in self-determined behavior were available both at school and home. Although social skill and problem behavior ratings both were significant predictors of teachers' ratings of students' self-determination capacity, opportunities at school, opportunities at home, and problem behaviors were negatively correlated with ratings of students' self-determination capacities and opportunities.
    Materialart: Online-Ressource
    ISSN: 1944-7558 , 1944-7515
    URL: Article
    DOI: 10.1352/1944-7558-114.3.179
    Sprache: Englisch
    Verlag: American Association on Intellectual and Developmental Disabilities (AAIDD)
    Publikationsdatum: 2009
    SSG: 5,2
    Standort Signatur Einschränkungen Verfügbarkeit
    BibTip Andere fanden auch interessant ...
    Online-Ressource
  • 7
    Online-Ressource
    Online-Ressource
    Parent Assessments of Self-determination Importance and Performance for Students with Autism or Intellectual Disability
    American Association on Intellectual and Developmental Disabilities (AAIDD) ; 2013
    In:  American Journal on Intellectual and Developmental Disabilities Vol. 118, No. 1 ( 2013-01-01), p. 16-31
    Details
    In: American Journal on Intellectual and Developmental Disabilities, American Association on Intellectual and Developmental Disabilities (AAIDD), Vol. 118, No. 1 ( 2013-01-01), p. 16-31
    Kurzfassung: Fostering student self-determination is now considered an essential element of special education and transition services for children and youth with intellectual disability and/or autism. Yet, little is known about the pivotal role parents might play beyond the school campus in fostering self-determination among their children with developmental disabilities. We examined how 627 parents of children with intellectual disability or autism attending one of 34 randomly selected school districts (a) rated the importance of 7 component skills associated with self-determination, (b) assessed their children's performance in relation to those 7 skills, and (c) evaluated the overall self-determination capacities of their children. Although parents highly valued all of the self-determination skills, the degree to which their children were reported to perform the skills well was fairly low. Several factors predicted higher levels of self-determination, including educational setting, the presence of challenging behaviors, and perceived disability severity. We conclude by offering recommendations for equipping parents to better support their children's self-determination development.
    Materialart: Online-Ressource
    ISSN: 1944-7558 , 1944-7515
    URL: Article
    DOI: 10.1352/1944-7558-118.1.16
    Sprache: Englisch
    Verlag: American Association on Intellectual and Developmental Disabilities (AAIDD)
    Publikationsdatum: 2013
    SSG: 5,2
    Standort Signatur Einschränkungen Verfügbarkeit
    BibTip Andere fanden auch interessant ...
    Online-Ressource
  • 8
    Online-Ressource
    Online-Ressource
    Generalizability and Decision Studies to Inform Observational and Experimental Research in Classroom Settings
    American Association on Intellectual and Developmental Disabilities (AAIDD) ; 2014
    In:  American Journal on Intellectual and Developmental Disabilities Vol. 119, No. 6 ( 2014-11-01), p. 589-605
    Details
    In: American Journal on Intellectual and Developmental Disabilities, American Association on Intellectual and Developmental Disabilities (AAIDD), Vol. 119, No. 6 ( 2014-11-01), p. 589-605
    Kurzfassung: Attaining reliable estimates of observational measures can be challenging in school and classroom settings, as behavior can be influenced by multiple contextual factors. Generalizability (G) studies can enable researchers to estimate the reliability of observational data, and decision (D) studies can inform how many observation sessions are necessary to achieve a criterion level of reliability. We conducted G and D studies using observational data from a randomized control trial focusing on social and academic participation of students with severe disabilities in inclusive secondary classrooms. Results highlight the importance of anchoring observational decisions to reliability estimates from existing or pilot data sets. We outline steps for conducting G and D studies and address options when reliability estimates are lower than desired.
    Materialart: Online-Ressource
    ISSN: 1944-7515 , 1944-7558
    URL: Article
    DOI: 10.1352/1944-7558-119.6.589
    Sprache: Englisch
    Verlag: American Association on Intellectual and Developmental Disabilities (AAIDD)
    Publikationsdatum: 2014
    SSG: 5,2
    Standort Signatur Einschränkungen Verfügbarkeit
    BibTip Andere fanden auch interessant ...
    Online-Ressource
  • 9
    Online-Ressource
    Online-Ressource
    Community conversations on independent living: understanding the perspectives and support needs of persons with disabilities living in the southeast United States
    Informa UK Limited ; 2022
    In:  Disability and Rehabilitation Vol. 44, No. 19 ( 2022-09-11), p. 5520-5529
    Details
    In: Disability and Rehabilitation, Informa UK Limited, Vol. 44, No. 19 ( 2022-09-11), p. 5520-5529
    Materialart: Online-Ressource
    ISSN: 0963-8288 , 1464-5165
    URL: Article
    DOI: 10.1080/09638288.2021.1938249
    Sprache: Englisch
    Verlag: Informa UK Limited
    Publikationsdatum: 2022
    ZDB Id: 1475605-5
    Standort Signatur Einschränkungen Verfügbarkeit
    BibTip Andere fanden auch interessant ...
    Online-Ressource
  • 10
    Online-Ressource
    Online-Ressource
    Examining the Transition Networks of Secondary Special Educators: An Explanatory Sequential Mixed Methods Study
    SAGE Publications ; 2022
    In:  Remedial and Special Education Vol. 43, No. 6 ( 2022-12), p. 375-391
    Details
    In: Remedial and Special Education, SAGE Publications, Vol. 43, No. 6 ( 2022-12), p. 375-391
    Kurzfassung: Successful outcomes for youth with disabilities require collaboration within and beyond the school system. Collaboration ideally includes a range of professionals across school systems, service systems, and communities coming together as part of a “transition network” to support the transition process. Using a quantitative survey of 509 secondary special educators and 25 semi-structured interviews, this explanatory sequential mixed methods study (a) examined the characteristics of transition networks (i.e., the social networks of secondary special educators), (b) identified variables associated with larger networks, and (c) explored educators’ interpretations of these associations. Quantitative analyses indicated that larger networks were associated with working at the high school level, supporting students with moderate/severe disabilities, increased years of experience, and greater knowledge about establishing collaborative partnerships. Interview analyses provided context for the quantitative results. These findings provide a deeper portrait of prevailing transition collaborations and have implications for educators charged with delivering high-quality transition programming.
    Materialart: Online-Ressource
    ISSN: 0741-9325 , 1538-4756
    URL: Article
    DOI: 10.1177/07419325211063485
    Sprache: Englisch
    Verlag: SAGE Publications
    Publikationsdatum: 2022
    ZDB Id: 2068560-9
    SSG: 5,3
    Standort Signatur Einschränkungen Verfügbarkeit
    BibTip Andere fanden auch interessant ...
    Online-Ressource
Schließen ⊗
Diese Webseite nutzt Cookies und das Analyse-Tool Matomo. Weitere Informationen finden Sie hier...