Literaturnachweis - Detailanzeige
| Autor/inn/en | Alwell, Morgen; Cobb, Brian |
|---|---|
| Titel | Functional Life Skills Curricular Interventions for Youth with Disabilities: A Systematic Review |
| Quelle | In: Career Development for Exceptional Individuals, 32 (2009) 2, S.82-93 (12 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0885-7288 |
| DOI | 10.1177/0885728809336656 |
| Schlagwörter | Severe Mental Retardation; Intervention; Daily Living Skills; Adolescents; Disabilities; Validity; Secondary School Students; Meta Analysis; Secondary Education; Federal Legislation; Community Involvement; Effect Size; Pretests Posttests; Foreign Countries; Late Adolescents; Hong Kong |
| Abstract | The relationship between functional or life skills curricula (the intervention) and transition-related outcomes for secondary-aged youth with disabilities is explored in this systematic review. A total of 50 studies intervening with 482 youth with (largely) disability labels of moderate to severe mental retardation were reviewed. The findings of this review provide tentative support for the efficacy of the use of functional or life skills curricular interventions across educational environments, disability types, ages, and gender in promoting positive transition-related outcomes. These findings are discussed in terms of characteristic features of the literature set and competing trends in secondary education. Selected studies in a number of specific curricular areas are recommended. (Contains 1 table.) (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: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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