Term Paper: Instructional Strategies for Transitioning Students

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[. . .] Best practices in the transitional period education stress that appropriate technology be integrated into the daily life and routine activity and be used by the young individuals with disabilities as one of many options in order to cope up with different situation and problems. "In spite of increased access to computer technology, a number of educators view technology as an alternative way to develop isolated skills rather than as a tool to be integrated into daily activities" [Judge 2001]. In fact the use of IT in such vocational programs according to Judge is crucial because students' confidence and familiarity is inherent in the teachers' training and experience in the field itself to be able to transfer the knowledge to these students. But more importantly a lack in "technology training and support services has been reported as a major barrier in utilizing computer technology" [Hutinger, 1996].

Elsewhere literatures indicate that community-based vocational instruction is one of the best program and a vocational training for the disabled youth must reflect a community's local economy in order to prepare students with mild and severe disabilities for paid jobs or for studying in higher institutes. Thus each school system's vocational curriculum will be different based in the community in which the students reside. "Development of the curriculum will entails continual assessment of the local labor market to determine the major employers in the community, the types of employment most commonly available and the higher education procedures and requirements" [Inge et al. 2003]. According to their analysis training programs are thus selected carefully and the schools carefully analyze the training experiences. Training programs and vocational instruction thus reflect the future job possibilities, the students are then introduce with outdoor programs and methods devised to make their transition school from to work more engaging. The steps in developing community-based training include: "1.) Conducting a job market analysis; 2.) Identifying businesses with the targeted jobs and contacting the personnel director or employer; 3.) Selecting and analyzing appropriate jobs for community-based training; 4.) Scheduling community-based vocational instruction; and 5.) Designing individualized instructional programs." [Inge et al. 2003]. As a result of the above the teachers become liable in their contacts with the communities and hence require extensive reach in order to support their students' objectives [Baumgart, 1986].

Conclusion

Most of the literatures above on vocational and transition of disabled students relates to the disabilities focused on their applicability in the real field [Grosse, & Keel, 1988]. Numerous research studies have shown the importance of vocational social skills and training being a critical aspect of the post-high school or post-secondary vocational training curriculum. These research offer the rationale that young adults with disabilities require practical yet rudimentary instructional strategies in which the individuals and the teachers become involved in activities that reflect the practical world. Vocational training has been considered the best solution to this issue in which the students are trained in the community base.

Sources:

Author not available, "Transition To Adult Life For Students With Disabilities," Education Law Center. Bureau of Special Education, Pennsylvania Training and Technical Assistance Network, 1999 at: www.pde.state.pa.us

Clark HB, Stewart. Transition into employment, education, and independent living: a survey of programs serving youth and young adults with emotional/behavioral disorders. In Kutash K, Liberton CJ, Algarin A, et al. University of South Florida, 1992.

Davis M, Vander Stoep. The Transition to Adulthood Among Adolescents Who Have Serious Emotional Disturbance. Policy Research Associates, Delmar, NY, 1996

Author not available, Transition and Post-School Outcomes for Youth with Disabilities: Closing the Gaps to Post-Secondary Education and Employment, National Council on Disability, The Social Security Administration. 2000 at http://www.ncd.gov/newsroom/publications/transition_11-1-00.html#18

Fallon, M.A., & Wann, J.A. Incorporating computer technology into activity-based thematic units for students with disabilities. 1994, 6(4)

Hutinger, P.L. Computer-based learning for young children: Recurring themes. Focus on Autism and Other Developmental Disabilities, 11, 1996.

Baumgart, D., Van Walleghem, J., Instructional strategies for implementing community-based instruction. Journal of The Associations for Persons with Severe Handicaps. 11(2), 1986.

D.W., Grossi, T., & Keul, P. A functional analysis of the acquisition and maintenance of janitorial skills in a competitive work setting. Journal of The Association for Persons with Severe Handicaps, 1988, 13(1).

Sharon Lesar Judge. Computer Applications in Programs for Young Children With Disabilities: Current Status and Future Directions JSET E. Journal, Volume 16, Number 1, Winter 2001.

Katherine J. Inge, Stacy Dymond, Paul Wehman, Curtis Sutphin, Christopher Johnston, Marguerite Faina, Community-Based Vocational Preparation for Students with Severe Disabilities: Designing the process. Vocational Options Project: Chapter 1 Accessed on 8-4-2003 at http://www.vcu.edu/rrtcweb/techlink/iandr/voproj/chap1/chapter1.html www.vcu.edu/rrtcweb/techlink/iandr/voproj/chap1/chapter1.html [END OF PREVIEW]

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