Heidi's and Philip's Stories: Transitions to Post-Secondary Education

Autor/inn/en	Wilson, Heidi; Bialk, Philip; Freeze, Trevi B.; Freeze, Rick; Lutfiyya, Zana M.
Titel	Heidi's and Philip's Stories: Transitions to Post-Secondary Education
Quelle	In: British Journal of Learning Disabilities, 40 (2012) 2, S.87-93 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-4187
DOI	10.1111/j.1468-3156.2012.00746.x
Schlagwörter	Mental Retardation; Disabilities; Young Adults; Transitional Programs; High School Students; College Bound Students; Elementary Schools; Secondary Schools; College Preparation; Parent Role; Advocacy; Student Needs; Student Interests; Student Personnel Services; Foreign Countries; Student Experience; Canada + Suchen Sie Ihr Suchwort? Geistige Behinderung; Handicap; Behinderung; Young adult; Junger Erwachsener; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Elementary school; Grundschule; Volksschule; Sekundarschule; Parental role; Elternrolle; Sozialanwaltschaft; Studieninteresse; Ausland; Studienerfahrung; Kanada
Abstract	Building a meaningful and valued life for individuals with learning disabilities requires the sustained, diligent and coordinated efforts of family members, supporters, educators and the individuals themselves. In this article, the formative childhood and adolescent experiences of two young adults with learning disabilities, leading to their transitions from high school to university, are chronicled. As co-authors with three of their university supporters, they describe their formative experiences in elementary and secondary school and the transition years that preceded university entry. Their university studies, as auditing students, and the Campus Life program, through which their studies were supported, also are described. Finally, their recommendations to other young people with learning disabilities who aspire to higher education are detailed. (Contains 3 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10