Increasing Work Skills for Students with Significant Disabilities: A Six-Step Model for Transition Worksite Programs

Autor/inn/en	Choiseul-Praslin, Belkis; McConnell, Amber
Titel	Increasing Work Skills for Students with Significant Disabilities: A Six-Step Model for Transition Worksite Programs
Quelle	In: Career Development and Transition for Exceptional Individuals, 43 (2020) 3, S.180-186 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-1434
DOI	10.1177/2165143419893363
Schlagwörter	Leitfaden; Job Skills; Students with Disabilities; Severe Disabilities; Individualized Transition Plans; Models; Supported Employment; Community Programs; Work Experience Programs; Special Education Teachers; Skill Development; Program Implementation; High School Students; Urban Areas; Vocational Rehabilitation; Agency Cooperation; Adolescents + Suchen Sie Ihr Suchwort? Produktive Fertigkeit; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Severe disability; Schwerbehinderung; Analogiemodell; Arbeitsförderungsmaßnahme; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Kompetenzentwicklung; Qualifikationsentwicklung; High school; High schools; Oberschule; Urban area; Stadtregion; Berufliche Rehabilitation; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher
Abstract	Students with significant disabilities typically experience poor postschool employment outcomes. However, when provided opportunities to work and engage within their communities, they can gain necessary work-specific and workplace social skills to improve outcomes. This article outlines a six-step model for community-based employment programs designed to support students with significant disabilities. The six steps include (a) interagency collaboration, (b) staff training, (c) scheduling, (d) skill acquisition, (e) data tracking, and (f) student involvement. One teacher's experience as she worked to create such a program is used as a guide to indicate how the steps can be transferred to other schools. (As Provided).
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	2024/1/01