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

Articles

Pre-Service Teachers Assisting the Transition of the Student with Autism from School to Adulthood

  • Jeanne Hager Burth, Ed.D. (Author) University of Pittsburgh at Greensburg image/svg+xml
    Jeanne Hager Burth, Ed.D. is a dedicated educator and child advocate who has been working in the field of education for 34 years. Currently holding the positions of Assistant Professor and Director of Field Placement and Teacher Certification at University of Pittsburgh at Greensburg, she has also served in the roles of Principal, Professor of Educational Studies, Professor of Literacy Studies, Teacher in grades 1, 2, and 3, Learning Support, and Gifted Education. She also served as the Western PA Director for the PA Multi-region STEM Math and Science Partnership Grant for six years.
DOI
https://doi.org/10.64546/jaasep.340
Abstract
Pre-service teachers, both Early Childhood Education majors and Secondary Education majors, were challenged through an assignment to plan and develop kits for learners with Autism Spectrum Disorder (ASD) to use in preparation for transitioning from school-age to work or independent or group home living. This Project-Based Learning (PBL) experience added relevance to the assignment and assisted pre-service teachers in understanding of the need for transitions. The goal of the study was to assess the pre-service teachers’ learning and understanding of the need for transitions for the students with exceptionalities by connecting learning to action with a PBL assignment. Since the assignment was authentic and would be used by students with ASD, pre-service teachers found more relevance and meaning to their learning than they may have with a traditional assignment. Also, by participating in this project, preservice teachers deepened their understanding of the student with ASD and became more confident in their own abilities to teach students with ASD. The practicing teachers, who are preparing students with ASD to transition from school to work or independent living, perceived the transition projects as desirable tools for teaching transition skills.
Keywords
Assignments, Autism, Early Childhood Education, Focus Groups, Majors (Students), Pervasive Developmental Disorders
References

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There are 10 references in total.
How to Cite
Burth, J. H. (2017). Pre-Service Teachers Assisting the Transition of the Student with Autism from School to Adulthood. Journal of the American Academy of Special Education Professionals, 12(2), 118-127. https://doi.org/10.64546/jaasep.340

Spring/Summer 2017

Article Information

  • Article Type Articles
  • Submitted May 2, 2017
  • Published June 15, 2017
  • Issue Spring/Summer 2017
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