Literaturnachweis - Detailanzeige
Autor/inn/en | Scheef, Andrew R.; McKnight-Lizotte, Michelle |
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Titel | Utilizing Vocational Rehabilitation to Support Post-School Transition for Students with Learning Disabilities |
Quelle | In: Intervention in School and Clinic, 57 (2022) 5, S.316-321 (6 Seiten)
PDF als Volltext |
Zusatzinformation | ORCID (Scheef, Andrew R.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1053-4512 |
DOI | 10.1177/10534512211032604 |
Schlagwörter | Students with Disabilities; Learning Disabilities; Vocational Rehabilitation; Transitional Programs; Secondary School Students; Special Education Teachers; Counselor Teacher Cooperation; Federal Legislation; Labor Force Development; Labor Legislation Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Learning handicap; Lernbehinderung; Berufliche Rehabilitation; Sekundarschüler; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Bundesrecht; Arbeitskräftebestand; Labor law; Arbeitsrecht |
Abstract | In addition to supporting the academic goals of students with learning disabilities, secondary special education teachers are tasked with providing services designed to improve post-school outcomes. To improve these offerings, special education teachers should ensure collaboration with vocational rehabilitation (VR) counselors during the transition process. Vocational rehabilitation counselors have unique knowledge for preparing individuals with learning disabilities to be successful in the workplace. Partnering with VR counselors may improve post-school goal acquisition for students. This article describes VR service mandates and provides recommendations for special education teachers to build relationships with VR personnel. (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 | 2024/1/01 |