Preparing Students for Transition: A Teacher Primer on Vocational Education and Rehabilitation

Dowdy, Carol A.; Evers, Rebecca B.

doi:10.1177/105345129603100402

Cited by 5 publications

(5 citation statements)

References 4 publications

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“…It is well documented that the degree of success in adult life for individuals with disabilities is strongly determined by the quality of education or training received during the school years (Dowdy & Evers, 1996). In light of these findings, schools must not only provide opportunities to learn academic skills but must also provide educational opportunities to learn the necessary adaptive skills to enable students with learning disabilities to become fully participating members of their community.…”

Section: Introductionmentioning

confidence: 98%

“…Rather than focusing uniquely on the acquisition of academic skills, Benz and Halpern (1993) suggest that the primary goal of special education should be to teach the skills that will prepare students with disabilities for a harmonious transition from school to community life. It is well documented that the degree of success in adult life for individuals with disabilities is strongly determined by the quality of education or training received during the school years (Dowdy & Evers, 1996). In light of these findings, schools must not only provide opportunities to learn academic skills but must also provide educational opportunities to learn the necessary adaptive skills to enable students with learning disabilities to become fully participating members of their community.…”

Section: Introductionmentioning

confidence: 99%

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Focus on Practice: Parent and Teacher Perceptions of Individualised Transition Planning

Goupil¹,

Tassé²,

Garcin³

et al. 2002

British J Special Edu

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This article presents the results from a pilot study of individualised transition planning (from school to adulthood) for students with learning disabilities in Québec, Canada, an area in which there is currently no requirement to undertake individual transition planning. The authors, Georgette Goupil, of the Université du Québec à Montréal, Marc J. Tassé, of the University of North Carolina at Chapel Hill, Nathalie Garcin, of Queen’s University, Kingston, Ontario and Catherine Doré, of the Université du Québec à Montréal, discuss the content of the plans; the process of preparing them; and the perceptions of parents and school personnel who participated in the study. The results, based on the preparation of 21 individualised transition plans (ITP), indicate that while students had limited participation in their own ITP, parents were pleased with the ITP process. Parents, however, reported several concerns about their child’s transition towards the assumption of adult roles and responsibilities. Analyses of the ITP objectives revealed that few ITP objectives focused on work and leisure skills. Parents and school personnel reported having little knowledge of community options available for the students with respect to residential settings. Finally, parents acknowledged that they had little knowledge and understanding of potential employers’ expectations in relation to work for adults with disabilities. These results are discussed with respect to factors that may facilitate the transition from school to adulthood for students with learning disabilities and will provide interesting points of comparison for those involved in transition planning in the United Kingdom and elsewhere. In order to support these comparisons, the authors have used the term ‘learning disabilities’ throughout this article to describe those students who would be identified in the United States as having ‘mental retardation’.

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Section: Introductionmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 99%

Focus on Practice: Parent and Teacher Perceptions of Individualised Transition Planning

Goupil¹,

Tassé²,

Garcin³

et al. 2002

British J Special Edu

View full text Add to dashboard Cite

show abstract

“…Several of these alternatives include strategies that almost any teacher could implement in the classroom, such as (a) infusing career education into the curriculum; (b) teaching social skills, self-determination skills, life skills, and functional skills; (c) implementing an informal career interest inventory; and (d) interviewing the students, parents, and other teachers of the student (Dowdy & Evers, 1996). Additional alternatives beyond the teacher's own classroom to which he or she could refer students at risk of dropping out include any of the following, depending on the students' needs:…”

Section: Strategies For Preventing Special Education Dropoutmentioning

confidence: 99%

A First Step Toward Solving the Problem of Special Education Dropouts

Razeghi

1998

Intervention in School and Clinic

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“…The groups are conducted in conjunction with individual career counseling that includes self-assessment and career exploration. Assessment is critical, because it will assist with developing goals and objectives for transition planning (Dowdy & Evers, 1996). Ideally, career exploration begins as early as elementary school, so that by middle school, students have acquired knowledge of self-interests and of a spectrum of careers to begin educational and career planning (Super, 1990) and the transition process (Battles, Dickens-Wright, & Murphy, 1998).…”

Section: The Transition Group Experience Intervention Modelmentioning

confidence: 99%

“…Active participation in group experiences can help facilitate students' transitions based on their academic and career choices. Group interventions are documented in students' Individualized Education Plans (IEPs) and written into their transition plans (Dowdy & Evers, 1996).…”

Section: The Transition Group Experience Intervention Modelmentioning

confidence: 99%