Annotated Bibliography of Strategies for Infusing Transition Skills into Academic Instruction

Autor/inn/en	Holzberg, Debra G.; Rusher, Dana E.
Titel	Annotated Bibliography of Strategies for Infusing Transition Skills into Academic Instruction
Quelle	In: Career Development and Transition for Exceptional Individuals, 40 (2017) 1, S.62-64 (3 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-1434
DOI	10.1177/2165143416680348
Schlagwörter	Bibliografie; Annotated Bibliographies; Disabilities; Educational Strategies; Transitional Programs; Individualized Education Programs; Social Support Groups; Skill Development; Self Determination; Writing Strategies; Self Management; Equal Education; Federal Legislation; Educational Legislation; Alignment (Education); Common Core State Standards; Special Education; General Education; Self Advocacy; Academic Standards; Evidence Based Practice; Goal Orientation; Planning + Suchen Sie Ihr Suchwort? Bibliography; Bibliographies; Bibliografie; Handicap; Behinderung; Lehrstrategie; Individualized education program; Individualisierendes Lernen; Social support; Soziale Unterstützung; Kompetenzentwicklung; Qualifikationsentwicklung; Selbstbestimmung; Schreibtechnik; Selbstmanagement; Bundesrecht; Bildungsrecht; Schulgesetz; Common core curriculum; Curriculum; Kerncurriculum; Special needs education; Sonderpädagogik; Sonderschulwesen; Allgemein bildendes Schulwesen; Allgemeinbildung; Selbstbehauptung; Zielorientierung; Zielvorstellung; Ablaufplanung; Planungsprozess
Abstract	Since 1990, transition planning has been a requirement under the Individuals with Disabilities Education Act (IDEA). Students receiving services under IDEA must have an individualized education program (IEP) with goals aligned to grade-level content standards. In addition, the IEP must ensure the student has the supports necessary, including specially designed instruction, to access the general curriculum (http://www2.ed.gov/policy/speced/guid/idea/memosdcltrs/guidance-on-fape-11-17-2015.pdf). In considering the importance of access to the general curriculum and the necessity of teaching transition skills, it is imperative academic and secondary transition skills are taught concurrently. This annotated bibliography focuses on strategies such as self-determination, writing strategies, and self-regulation for combining transition skill and academic skill instruction. (ERIC).
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	2020/1/01