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of 29
pro vyhledávání: '"Robert A. Stodden"'
Publikováno v:
Handbook of Adolescent Transition Education for Youth with Disabilities ISBN: 9780429198342
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::09f206608639b95a824ff660b65f8851
https://doi.org/10.4324/9780429198342-2
https://doi.org/10.4324/9780429198342-2
Publikováno v:
Journal of Vocational Rehabilitation. 40:59-71
Publikováno v:
The International Journal of Literacies. 19:89-97
Publikováno v:
Journal of Policy and Practice in Intellectual Disabilities. 9:257-269
In 2010, the U.S. Department of Education announced an initiative to improve transitioning to postsecondary education (PSE) for individuals with intellectual disabilities (ID) by funding the model comprehensive Transition and Postsecondary Programs f
Publikováno v:
TEACHING Exceptional Children. 44:40-48
Publikováno v:
New Directions for Higher Education. 2011:83-92
Campus assessment instruments can explore the campus climate for students, faculty, and staff with disabilities, contributing useful insights for services and program development.
Autor:
Polly R. Parrish, Robert A. Stodden
Publikováno v:
TEACHING Exceptional Children. 41:46-56
This chapter focuses upon high school preparation and transition planning activities as they apply to students with disabilities. The reader will find a review of needs for reform of high school standards-based curricula, the development of inclusive
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::d59a537fda449b83fc4fed3722518f8e
https://doi.org/10.1108/s0735-004x20150000028002
https://doi.org/10.1108/s0735-004x20150000028002
Publikováno v:
The Journal of Primary Prevention. 25:309-328
High on everyone's list as both a contributor and a consequence of childhood substance abuse is “school failure.” There is much written about some types of disabilities in relation to either drug abuse or school failure—never both. This article
Publikováno v:
Exceptional Children. 70:9-25
Supporting and teaching students with disabilities to learn rigorous, standards-based curriculum in secondary school is a complex and difficult issue for educators. This article presents an overview of issues surrounding standards-based curricula and