College-Based Transition Services' Impact on Self-Determination for Youth With Intellectual and Developmental Disabilities
| Autor: | Maria Paiewonsky, Caroline E. Parker, Meg Grigal, Rebecca Schillaci |
|---|---|
| Rok vydání: | 2020 |
| Předmět: |
Secondary education
Design evaluation Adolescent Universities media_common.quotation_subject Developmental Disabilities Context (language use) Special education Education Internship Intellectual Disability Intellectual disability ComputingMilieux_COMPUTERSANDEDUCATION Developmental and Educational Psychology medicine Humans 0501 psychology and cognitive sciences Disabled Persons Child Students media_common Community and Home Care Medical education Transition (fiction) 05 social sciences 050301 education medicine.disease Psychiatry and Mental health Self-determination Pediatrics Perinatology and Child Health Psychology 0503 education 050104 developmental & child psychology |
| Zdroj: | Intellectual and developmental disabilities. 59(4) |
| ISSN: | 1934-9556 |
| Popis: | Most youth in transition services with labels of intellectual and developmental disabilities (IDD) have poorer employment outcomes than their peers with other or without disabilities. One alternative approach to address this challenge provides youth with IDD access to transition services in the context of a college or university campus. College-based transition services (CBTS) provide students with IDD access to college courses, internships, and employment during their final 2 to 3 years of secondary education. A quasi-experimental design evaluation of one college-based transition services model, Think College Transition, found that, after controlling for student baseline scores, the college-based transition services had a significant effect on students' scores of self-determination at post-test. Implications for further refining the model are discussed. |
| Databáze: | OpenAIRE |
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