Transitional programming for students with significant disabilities
Title
Transitional programming for students with significant disabilities
Creator
Van Deraa, Rebecca
Description
Van Deraa, Rebecca
Students with significant disabilities graduate high school each and every year without the skills to gain community-based employment. I wondered about what were the gaps in school-based transitional programming for high school with significant disabilities that were hindering these young adults from being gainfully employed post graduation. This lead me to the research question for this study: How do the various aspects of school affiliated transitional programming for students with significant disabilities during high school contribute to sustainable community-based employment? I chose to explore this idea through a mixed-methods action research study, gathering both qualitative and quantitative from a group of seven transitional age students with significant disabilities. The study’s findings identified the various aspects of transitional programming that are crucial to be taught to students with significant disabilities, in order to have the opportunity to be marketable and competitive in community-based employment. In particular, I was able to identify four areas of focus when designing lessons for transitional age students with significant disabilities. The findings from my research encourage me to target specific skills as well as work to increase parent involvement during the transition process from high school to adult life.
Students with significant disabilities graduate high school each and every year without the skills to gain community-based employment. I wondered about what were the gaps in school-based transitional programming for high school with significant disabilities that were hindering these young adults from being gainfully employed post graduation. This lead me to the research question for this study: How do the various aspects of school affiliated transitional programming for students with significant disabilities during high school contribute to sustainable community-based employment? I chose to explore this idea through a mixed-methods action research study, gathering both qualitative and quantitative from a group of seven transitional age students with significant disabilities. The study’s findings identified the various aspects of transitional programming that are crucial to be taught to students with significant disabilities, in order to have the opportunity to be marketable and competitive in community-based employment. In particular, I was able to identify four areas of focus when designing lessons for transitional age students with significant disabilities. The findings from my research encourage me to target specific skills as well as work to increase parent involvement during the transition process from high school to adult life.
Date
2018
Publisher
Alverno College
Extent
79 pages
Language
English
Format
PDF
Type
Text
Inquiry Project
Subject
Students with disabilities
People with disabilities--Employment
Community-based employment
Transition
Rights
These materials may be used by individuals and libraries for personal use, research, teaching (including distribution to classes), or for any fair use as defined by U.S. Copyright Law.
Collection
Citation
Van Deraa, Rebecca, “Transitional programming for students with significant disabilities,” Alverno College Library Digital Commons, accessed May 16, 2024, https://alverno.omeka.net/items/show/453.