Facilitating Postsecondary Transition and Promoting Academic Success through Language/Literacy-Based Self-Determination Strategies

Autor/inn/en	Collins, Ginger; Wolter, Julie A.
Titel	Facilitating Postsecondary Transition and Promoting Academic Success through Language/Literacy-Based Self-Determination Strategies
Quelle	In: Language, Speech, and Hearing Services in Schools, 49 (2018) 2, S.176-188 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
DOI	10.1044/2017_LSHSS-17-0061
Schlagwörter	Leitfaden; Postsecondary Education; Transitional Programs; Academic Achievement; Self Determination; Allied Health Personnel; Speech Language Pathology; Adolescents; Tutorial Programs; Secondary School Students; Language Impairments; Learning Disabilities + Suchen Sie Ihr Suchwort? Post-secondary education; Tertiäre Bildung; Schulleistung; Selbstbestimmung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Sekundarschüler; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Learning handicap; Lernbehinderung
Abstract	Purpose: As noted by Powell (2018), speech-language pathologists (SLPs) are an integral part of the overarching curriculum for all students in schools, and this holds true for adolescents who require transition planning. The purpose of this tutorial is to focus on transition planning for secondary school students with a language-based learning disability (LLD) and provide a case illustration for how SLPs may use self-determination strategies to facilitate postsecondary transition while promoting academic success. Method: As students with LLD enter secondary school, they are expected to write and think at more complex levels than ever before to meet post-graduation workforce demands, yet the provision of needed language-literacy intervention services drastically declines. Teaching students with LLD self-determination skills, such as awareness of their own strengths and limitations, self-advocacy strategies, and self-regulation, is found to be related to positive post-school outcomes and can be readily integrated into transition planning by the SLP. Conclusion: SLPs may ideally support secondary school student language-literacy needs in transition planning by using self-determination strategies to help access the curriculum and experience postsecondary success. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: lshss@asha.org; Web site: http://lshss.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01