Comparing Audio-Supported Text and Explicit Instruction on Students' Knowledge of Accommodations, Rights, and Responsibilities

Autor/inn/en	Wood, Charles L.; Kelley, Kelly R.; Test, David W.; Fowler, Catherine H.
Titel	Comparing Audio-Supported Text and Explicit Instruction on Students' Knowledge of Accommodations, Rights, and Responsibilities
Quelle	In: Career Development for Exceptional Individuals, 33 (2010) 2, S.115-124 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-7288
DOI	10.1177/0885728810361618
Schlagwörter	High School Seniors; College Bound Students; Mild Disabilities; Self Advocacy; Civil Rights; Student Rights; Student Responsibility; Academic Accommodations (Disabilities); Knowledge Level; Federal Legislation; Comparative Analysis; Teaching Methods; Audiovisual Aids + Suchen Sie Ihr Suchwort? Selbstbehauptung; Bürgerrechte; Grundrechte; Zivilrecht; Wissensbasis; Bundesrecht; Teaching method; Lehrmethode; Unterrichtsmethode; Audiovisuelles Medium
Abstract	With increasing numbers of students with disabilities entering postsecondary education, it is important to teach students with disabilities their rights and responsibilities governed by civil rights acts (i.e., Section 504 of the Rehabilitation Act of 1973, Americans With Disabilities Act) for requesting accommodations in postsecondary education. This study compared the effects of audio-supported text and explicit instruction on students' knowledge of their rights, responsibilities, and accommodations in postsecondary education. Participants included four high school seniors with mild disabilities from an urban school district. Using a simultaneous-treatments design with an initial baseline and final best treatment phase, results indicated explicit instruction produced higher scores compared to audio-supported text for all participants. Future research and implications for practice are discussed. (Contains 4 table and 1 figure.) (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