Literaturnachweis - Detailanzeige
Autor/inn/en | Punch, Renée; Duncan, Jill |
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Titel | A Model of Targeted Transition Planning for Adolescents Who Are Deaf or Hard of Hearing |
Quelle | In: Deafness & Education International, 24 (2022) 1, S.49-64 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Punch, Renée) ORCID (Duncan, Jill) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1464-3154 |
DOI | 10.1080/14643154.2020.1816595 |
Schlagwörter | Deafness; Hearing Impairments; Transitional Programs; Secondary School Students; Student Characteristics; Evidence Based Practice; Students with Disabilities; Agency Cooperation; Work Experience; Mentors; Self Determination; Family Involvement; Career Awareness; Role Models; Self Advocacy; Goal Orientation; Interpersonal Competence; Assistive Technology; Student Rights Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Sekundarschüler; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Employment experience; Job experience; Occupational experience; Berufserfahrung; Selbstbestimmung; Karrierebewusstsein; Identifikationsfigur; Selbstbehauptung; Zielorientierung; Zielvorstellung; Interpersonale Kompetenz |
Abstract | Transition from secondary school to postschool life, education, and employment can be difficult for young people who are deaf or hard of hearing (DHH). This population's postschool outcomes, particularly in employment, continue to lag behind those of the general population. The transition education, planning, and practices that these students experience while at secondary school are important to their achievement of optimal postschool outcomes. This paper reviews recent literature relating to the postschool transition of young people who are DHH, including studies that have investigated specific transition practices and student characteristics and their associations with positive postschool outcomes. Taking into consideration evidence-based best practices for students with disability in general and students who are DHH in particular, the authors propose a model of targeted transition planning and practice for adolescents who are DHH. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |