Getting Everyone Involved: Identifying Transition Opportunities for Youth with Severe Disabilities

Autor/inn/en	Swedeen, Beth L.; Carter, Erik W.; Molfenter, Nancy
Titel	Getting Everyone Involved: Identifying Transition Opportunities for Youth with Severe Disabilities
Quelle	In: TEACHING Exceptional Children, 43 (2010) 2, S.38-49 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
Schlagwörter	Multiple Disabilities; Mental Retardation; Transitional Programs; Severe Disabilities; Student Participation; Clubs; Middle Schools; Maps; Career Development; Educational Environment + Suchen Sie Ihr Suchwort? Multiple disability; Mehrfachbehinderung; Geistige Behinderung; Severe disability; Schwerbehinderung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Club; Klub; Middle school; Mittelschule; Mittelstufenschule; Map; Karte; Berufsentwicklung; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	The general education curriculum comprises more than just the academic courses students take. The wide range of extracurricular clubs, sports teams, performing arts programs, student government positions, career development activities, service-learning projects, and other school-sponsored activities offered in middle and high schools provide a rich range of valuable learning opportunities. These activities can shape students' career paths; help them develop the communication, team-building, and leadership skills needed for the world of work; and link what is learned in the classroom to students' everyday lives. Schools offer these opportunities because of the contributions they make to a well-rounded transition experience for all youth. For students with significant disabilities--such as intellectual disabilities or multiple disabilities--a broad range of school experiences are especially valuable for increasing functional life skills, peer relationships, self-determination, and a sense of belonging. Yet, for many youth with disabilities--and a substantial number of students without disabilities--involvement in the array of social and learning opportunities available within their middle or high school can be quite limited. "Opportunity mapping" offers a promising approach for engaging youth with disabilities more fully in the life of their schools. Every middle and high school is full of rich and diverse opportunities for youth to engage in activities that will equip them with the skills, experiences, and knowledge they need to transition to adulthood. The process of opportunity mapping also enables self-assessment of a school's strengths in terms of its available offerings to students, as well as the gaps and barriers that are preventing students with disabilities from participating. This article describes the steps and strategies schools can take to more intentionally connect youth with disabilities to the full range of experiences and opportunities that constitute middle and high school life. (Contains 3 figures.) (ERIC).
Anmerkungen	Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10