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ERIC Number: EJ930501
Record Type: Journal
Publication Date: 2011-Jun
Pages: 10
Abstractor: ERIC
Reference Count: 23
ISBN: N/A
ISSN: ISSN-0145-482X
Instruction in Areas of the Expanded Core Curriculum Linked to Transition Outcomes for Students with Visual Impairments
Wolffe, Karen; Kelly, Stacy M.
Journal of Visual Impairment & Blindness, v105 n6 p340-349 Jun 2011
The provision of services to youths with visual impairments who are in transition from school to work and adult life is not a new concept. Projects have focused on this population for many years within the rehabilitation and education communities. Beginning in the mid-1970s, the U.S. federal government passed numerous pieces of legislation that demonstrated its commitment to the career development of people with disabilities and mandated their inclusion in meaningful educational and rehabilitation experiences. Despite these legislative efforts, however, positive transition outcomes for youths who are blind or have low vision have remained elusive. To gain a better understanding of the factors that are inhibiting their pursuit of employment, independent living, and other positive transition outcomes as these youths move from school to work and adult responsibilities, the authors investigated which disability-specific services these young people receive through the public school system and how those services translate into outcomes for the youths who receive them. The analyses they performed indicated that there are numerous significant relationships between the receipt of instruction in expanded core curriculum (ECC)-like content areas and meaningful outcomes, such as employment, postsecondary training, and engagement in social activities. (Contains 2 tables.)
American Foundation for the Blind. 11 Penn Plaza Suite 300, New York, NY 10001. Tel: 800-232-5463; Tel: 212-502-7600; e-mail: afbinfo@afb.net; Web site: http://www.afb.org/store
Publication Type: Journal Articles; Reports - Research
Education Level: Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States
IES Cited: ED544172