复杂的指导:中学干预措施实施的经验教训

IF 1.6 3区 教育学 Q2 EDUCATION, SPECIAL Career Development and Transition for Exceptional Individuals Pub Date : 2021-09-11 DOI:10.1177/21651434211041909
Suzanne Kucharczyk, K. Szidon, L. J. Hall
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引用次数: 4

摘要

作为教育工作者实施基于证据的实践的背景,高中具有巨大的潜力,这些实践证明可以改变患有自闭症谱系障碍(ASD)的青少年的毕业后结果。不幸的是,教育工作者对使用过渡和残疾为重点的循证实践感到措手不及。指导,作为有效的专业发展的一个基本特征,是支持教育工作者发展使用这些实践的能力的一个重要过程。为了了解在复杂的高中环境中使用辅导的情况,本文描述了ASD学生中等教育中心在30所学校实施以残疾和过渡为重点的综合干预措施所使用的模型,并分析了辅导数据,为中学从业人员提供专业发展支持提供经验教训。讨论了研究和实践的局限性和意义。
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Coaching in Complexity: Lessons Learned Investigating Implementation of Interventions in High Schools
High schools hold great potential as contexts within which educators implement evidence-based practices shown to change post-school outcomes for youth with autism spectrum disorder (ASD). Unfortunately, educators feel unprepared to use transition and disability-focused evidence-based practices. Coaching, as an essential feature of effective professional development, is an important process for supporting educators in their development of competencies for use of these practices. To inform the use of coaching in complex high school settings, the model used by the Center on Secondary Education for Students With ASD to implement a comprehensive package of disability- and transition-focused interventions in 30 schools is described and coaching data analyzed to offer lessons learned for developing professional development supports for secondary school practitioners. Limitations and implications for research and practice are discussed.
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来源期刊
CiteScore
5.40
自引率
15.20%
发文量
24
期刊介绍: Career Development and Transition for Exceptional Individuals specializes in the fields of secondary education, transition, and career development for persons with documented disabilities and special needs. CDTEI focuses on the life roles of individuals as students, workers, consumers, family members, and citizens. Articles cover qualitative and quantitative research, scholarly reviews, and program descriptions and evaluations. Published by the Hammill Institute on Disabilities and SAGE in association with the Division on Career Development and Transition of The Council for Exceptional Children.
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