Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

A Multi-Faceted Approach to Successful Transition for Students with Intellectual Disabilities

  • Dr. Russell G. Dubberly (Author)
DOI
https://doi.org/10.64546/jaasep.128
Abstract
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.
Keywords
Intellectual Disability, Teacher Student Relationship, Self Determination, Transitional Programs, Teaching Methods, High School Students
References

Agran, M., Hughes, C., & Wehmeyer, M. (2000). A national survey of teachers’ promotion of self-determination and student directed learning. Journal of Special Education, 34(2), 58-68. DOI: https://doi.org/10.1177/002246690003400201

Agran, M., Snow, K., & Swaner, J. (1999). Teacher perceptions of self-determination: Benefits, characteristics, strategies. Education and Training in Mental Retardation and Developmental Disabilities, 34, 293-301.

Alper, S., & Ryndak, D.L. (1992). Educating students with severe handicaps in regular classes. The Elementary School Journal, 92, 373-387. DOI: https://doi.org/10.1086/461698

Cole, D. A., & Meyer, L. H. (1991). Social integration and severe disabilities: A longitudinal analysis of child outcomes. Journal of Special Education, 25, 340-351. DOI: https://doi.org/10.1177/002246699102500306

Guy, T. C. (2005). The adult literacy education system in the United States. Retrieved from http://unesdoc.unesco.org/images/0014/001462/146281e.pdf

Perske, R. (1972). The dignity of risk. In W. Wolfensberger (Ed.), Normalization: Theprinciple of normalization (pp. 194-200). Toronto, Ontario, Canada: National Institute on Mental Retardation.

Taylor, H. (2004). Landmark disability survey finds pervasive disadvantages. Retrieved from http://www.nod.org/index.cfm?fuseaction=Feature.showFeature&FeatureID=142

Wehmeyer, M. L. (1996). Self-determination as an educational outcome: Why is it important to children, youth, and adults with disabilities? In D. J. Sands & M. L. Wehmeyer (Eds.), Self-determination across the life span: Independence and choice for people with disabilities (pp. 15-34). Baltimore: Paul H. Brookes.

Wolfensberger, W., Tullman, S. (1982). Rehabilitation Psychology. 27(3), pp. 131-145. DOI: https://doi.org/10.1037//0090-5550.27.3.131

There are 9 references in total.
How to Cite
Dubberly, R. G. (2011). A Multi-Faceted Approach to Successful Transition for Students with Intellectual Disabilities. Journal of the American Academy of Special Education Professionals, 6(1), 46-51. https://doi.org/10.64546/jaasep.128

Winter 2011

Article Information

  • Article Type Articles
  • Submitted December 30, 2010
  • Published February 15, 2011
  • Issue Winter 2011
  • Section Articles
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