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

Articles

Exploring Transition Education and Community-Based Instruction for High School Students with Disabilities: A Practice in Taiwan

  • Cheng-Chen Pan (Author) The University of Texas at Brownsville and the Southmost College, Department of Health and Human Performance, Master student image/svg+xml
DOI
https://doi.org/10.64546/jaasep.139
Abstract
Research indicates that transition education contributes to forming a long-term support to high-school students with disabilities for their adult life. Also, Community-Based Instruction (CBI) which is a preparation of vocational skills and awareness, has its positive influences improvement of self-esteem as result of higher work inclination and employment. A car-washing curriculum of a CBI practice created an "acquisition-rich" environment" with the Scaffolding Theory in one high school located in Taiwan and brought about the mutual connection between the school and a local community. The educational implementation had yielded its benefits because of the emphasis of transition education and CBI. In this case, car-washing as a CBI facilitated student-initiated learning which promoted intellectual disabled students’ vocational skills, awareness and self-efficacy and became a critical role between a school and a community.
Keywords
Intellectual Disability, Special Education Teachers, Foreign Countries, Special Education, Transitional Programs, High School Students
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There are 27 references in total.
How to Cite
Pan, C.-C. (2011). Exploring Transition Education and Community-Based Instruction for High School Students with Disabilities: A Practice in Taiwan. Journal of the American Academy of Special Education Professionals, 6(2), 41-55. https://doi.org/10.64546/jaasep.139

Spring/Summer 2011

Article Information

  • Article Type Articles
  • Submitted April 21, 2011
  • Published June 15, 2011
  • Issue Spring/Summer 2011
  • Section Articles
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