Supplement for Adult Service Providers: A Curricular Approach To Support the Transition to Adulthood of Adolescents with Visual or Dual Sensory Impairments and Cognitive Disabilities.

Autor/inn/en	O'Neill, John; und weitere
Institution	Jewish Guild for the Blind.; City Univ. of New York, NY. Hunter Coll.
Titel	Supplement for Adult Service Providers: A Curricular Approach To Support the Transition to Adulthood of Adolescents with Visual or Dual Sensory Impairments and Cognitive Disabilities.
Quelle	(1990), (86 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Adults; Agencies; Agency Cooperation; Community Based Instruction (Disabilities); Education Work Relationship; Financial Support; Individualized Programs; Individualized Transition Plans; Mental Retardation; Multiple Disabilities; Rehabilitation Programs; School Community Relationship; Secondary Education; Transitional Programs; Visual Impairments; Vocational Education + Suchen Sie Ihr Suchwort? Finanzielle Förderung; Individualisierte Ausbildung; Geistige Behinderung; Multiple disability; Mehrfachbehinderung; Sekundarbereich; Visual handicap; Sehbehinderung; Ausbildung; Berufsbildung
Abstract	This handbook supplement, for adult service providers, is part of a packet intended to aid educators, families, and adult service providers to facilitate the transition from school to adult life in the community for students with both cognitive disabilities and visual or dual sensory impairments. Emphasis is on preparation of students for adult lifestyles through transition planning and community based instruction, including vocational experiences. Two sample Individualized Transition Plans (ITPs) are given to illustrate the process involved in transition planning and the roles played by adult service providers, school personnel, and family members. In one case, Joanna, who is 20, is about to enter her last year of school so transition planning focuses upon setting up arrangements for adult services and activities that can be continued after Joanna exits from the school system. In the other case, that of 18-year-old Robert, transition planning includes both exploration of adult options and school activities to support his movement into appropriate, least restrictive adult options. Discussed for each case are vocational placements, living arrangements, income, medical care, recreation and leisure, transportation, and family support. General planning suggestions are also offered to agencies. Appendices provide a list of resources for volunteer support, guidelines for interagency councils, and a list of products and catalogs. (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01