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ERIC Number: EJ1136895
Record Type: Journal
Publication Date: 2011
Pages: 6
Abstractor: As Provided
Reference Count: 9
ISBN: N/A
ISSN: EISSN-2325-7466
A Multi-Faceted Approach to Successful Transition for Students with Intellectual Disabilities
Dubberly, Russell G.
Journal of the American Academy of Special Education Professionals, p46-51 Win 2011
This report summarizes the multi-faceted, dynamic instructional model implemented to increase positive transition outcomes for high school students with intellectual disabilities. This report is based on the programmatic methods implemented within a secondary-level school in an urban setting. This pedagogical model facilitates the use of self-determination training, functional academics, positive behavioral strategies, and normalization theory to promote community access, employment, and increased social opportunities. The various instructional methods used are dependent upon each other and require a team of educators to work collaboratively toward the common goal of students successfully transitioning from high school to adult living.
American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: editor@aasep.org; Web site: http://www.aasep.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A