ERIC Number: ED372518
Record Type: RIE
Publication Date: 1993
Reference Count: 0
Selected Readings in Transition: Cultural Differences, Chronic Illness, and Job Matching. Volume 2.
Dais, Teresa; And Others
This collection of four papers examines various aspects of the transition from school to adulthood and employment for individuals with disabilities. The first paper, "An Analysis of Transition Assessment Practices: Do They Recognize Cultural Differences?" (Teresa A. Dais), discusses the need for assessment practices to meet the needs of culturally and ethnically diverse students and describes authentic or performance-based assessments. "Culture-Specific Variables That May Affect Employment Outcomes for Mexican-American Youth with Disabilities" (Nancy Meier-Kronick) addresses such issues as the parental/family network, cultural view of disability, religious influences, acculturation levels, language issues, education and employment relationships, substance abuse, folk illnesses, and specific cultural concepts such as "machismo" and "familism." Research on employment outcomes for Latino youths with disabilities are reviewed. "Moving Out into the World: Transitions from Adolescence to Adulthood for Students with Chronic Illness and Other Disabilities" (Pamela Luft and Frank R. Rusch) reviews transition-related legislation and uses two student and family scenarios to illustrate the transition process from a social systems perspective. "Job Matching in Supported Employment: Variables Related to Transitional Planning for Students with Moderate and Severe Disabilities" (Stephen S. Rubin) emphasizes the importance of evaluating individual strengths and weaknesses as part of the job placement process. (Each paper contains references.) (JDD)
Descriptors: Chronic Illness, Cultural Background, Cultural Differences, Disabilities, Education Work Relationship, Ethnic Groups, Federal Legislation, Job Placement, Mexican Americans, Performance Based Assessment, Performance Tests, Secondary Education, Severe Disabilities, Student Evaluation, Supported Employment, Transitional Programs, Vocational Evaluation
Publication Type: Collected Works - General
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Illinois Univ., Champaign. Transition Research Inst.
Note: For volume 1, see ED 349 728. For individual papers, see EC 303 151-154.