Impacts of an Inclusive School-to-Work Program.

Autor/inn/en	Bang, Myong-Ye; Lamb, Peg
Titel	Impacts of an Inclusive School-to-Work Program.
Quelle	(1997), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Agency Cooperation; Community Based Instruction (Disabilities); Education Work Relationship; High Schools; Inclusive Schools; Mainstreaming; Mentors; Program Effectiveness; Program Evaluation; Regular and Special Education Relationship; School Business Relationship; School Community Relationship; Transitional Programs + Suchen Sie Ihr Suchwort? High school; Oberschule; Inclusive school; Integrative Schule; Programme evaluation; Programmevaluation
Abstract	Holt High School (Michigan) has implemented a school to work transition for its 1,200 students, including 120 students with mild to severe disabilities. The Holt Transition System is based on a taxonomy of five domains: student development, student-focused planning, interagency collaboration, family involvement, and program structure and attributes. The system includes a School-To-Work Mentorship Program, taught as an elective by collaborating general education and special education teachers. It offers planned, comprehensive, community-based experiences. Adults and agencies from the community share information about careers and help in individual vocational assessment. School personnel and students develop a career plan and acquire basic vocational skills. Students with learning and behavioral challenges are provided with a job coach. To investigate program effects, the interviews and journals of 25 students (8 with disabilities, 7 at-risk, and 10 nondisabled) were analyzed as were reflective papers of core team members. Results indicated the program had important effects on students' employability, social skills, and self-determination skills. The importance of specific supports and services was confirmed, including shared vision by parents, teachers, employers, and agency personnel; provision of a variety of experiences(with accommodations) in different occupations; willingness to collaborate; administration support; a job coach for students with disabilities and at-risk students; and support from nondisabled peers. (Contains 21 references.) (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01