Learning Disabilities: A Multidisciplinary Journal

Autor/inn/en	Gerber, Paul J.; De Arment, Serra T.; Batalo, Cecilia G.
Titel	Learning Disabilities: A Multidisciplinary Journal
Quelle	In: Learning Disabilities: A Multidisciplinary Journal, 20 (2014) 3, S.133-142 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-6819
DOI	10.18666/LDMJ-2014-V20-I3-5884
Schlagwörter	Learning Disabilities; Interdisciplinary Approach; Content Analysis; State Policy; State Standards; State Programs; Data Collection; Daily Living Skills; Postsecondary Education; Employment Patterns; Community Involvement; Leisure Time; Interpersonal Relationship; Health Related Fitness; Educational Experience + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Inhaltsanalyse; Regierungsprogramm; Data capture; Datensammlung; Alltagsfertigkeit; Post-secondary education; Tertiäre Bildung; Beschäftigungsstruktur; Freizeit; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Gesundheitssport; Gesundheitstraining; Bildungserfahrung
Abstract	Indicator 14: Post-School Outcomes are assessed each year by every school district in every state to evaluate outcomes for all students with disabilities, including learning disabilities, beyond secondary school. Data collection is mandated to focus on post-secondary education and employment status just after leaving school-age programs. Some states focus on the mandated areas of the directive, while others query additional areas of post-school adjustment. Data trends are used to update and improve State Performance Plans (SPPs) and are submitted to the U. S. Department of Education. There is wide variability in what areas of adjustment are measured and how they are measured. A content analysis is presented of state data collection protocols within the conceptual frameworks of life skills functioning. Recommendations pertaining to a larger sub-set of the data, students with learning disabilities, to improve data usage are included. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01