Rebecca S Schillaci, Caroline E Parker, Meg Grigal, Maria Paiewonsky
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引用次数: 3
Abstract
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.
大多数在过渡服务中被贴上智力和发育障碍标签的青年的就业结果比其他残疾或无残疾的同龄人差。应对这一挑战的另一种办法是为缺碘症青年提供在学院或大学校园内获得过渡服务的机会。以大学为基础的过渡服务(CBTS)为IDD学生在中学教育的最后2到3年里提供大学课程、实习和就业的机会。对“思考大学转型”(Think College transition)模式的准实验设计评价发现,在控制学生基线得分后,以学院为基础的转型服务对学生的后测自我决定得分有显著影响。讨论了进一步完善模型的意义。
期刊介绍:
Intellectual and Developmental Disabilities is dedicated to meeting the information needs of those who seek effective ways to help people with mental retardation. The journal reports new teaching approaches, program developments, administrative tools, program evaluation, service utilization studies, community surveys, public policy issues, training and case studies, and current research in mental retardation. Intellectual and Developmental Disabilities is a peer-reviewed journal whose consulting editors represent a broad spectrum of settings: universities, research centers, public and private residential care facilities, and specialized community service agencies.