Preparing Students with Disabilities in an Urban School for Success in Supported and Competitive Employment

Autor/in	Miller, Valerie S.
Titel	Preparing Students with Disabilities in an Urban School for Success in Supported and Competitive Employment
Quelle	(2010), (125 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1244-8860-8
Schlagwörter	Hochschulschrift; Dissertation; Disabilities; Urban Schools; Supported Employment; Qualitative Research; Community Based Instruction (Disabilities); Vocational Education; Special Education; Adolescents; Young Adults; Communication Skills; Interpersonal Competence; Peer Relationship; Social Development; Employment Qualifications; New York + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Handicap; Behinderung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Arbeitsförderungsmaßnahme; Qualitative Forschung; Ausbildung; Berufsbildung; Special needs education; Sonderpädagogik; Sonderschulwesen; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Young adult; Junger Erwachsener; Kommunikationsstil; Interpersonale Kompetenz; Peer-Beziehungen; Soziale Entwicklung; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation
Abstract	In schools that serve students with varying disabilities, community-based education has become an important element in preparing students for competitive and supported employment. Because of the constant change in demographics and the overall competitiveness of the job market, it is essential that schools are prepared to find ways of infusing strategies to deliver vocational and community-based education into the curriculum. This qualitative research was conducted to investigate how students in special education classes should be educated and trained to transition successfully from the classroom into the work environment. The 25 disabled students who participated in the study ranged in age from 17-21 years and were served by a school district in a large urban area of New York State. Results of the study show that special emphasis should be placed on preparing students in the classroom with strategies based on effective communication, and social and interpersonal skills, which will better prepare them to compete with their non-disabled peers in the work place. The study also concluded that even though basic academics are important, effective communication, good interpersonal skills, and good social behaviors are the most important components for obtaining and maintaining employment. The findings also demonstrated the need for teachers to plan instructional activities to teach students how to generalize what they learn in the classroom to work-study programs. Additional research is needed to determine how to improve work-training programs to increase opportunities for students with disabilities to acquire and maintain employment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10