Transitioning Students with Physical Disabilities and Other Health Impairments

Autor/inn/en	Asola, Eugene F.; Hodge, Samuel R.
Titel	Transitioning Students with Physical Disabilities and Other Health Impairments
Quelle	(2019), (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Students with Disabilities; Physical Disabilities; Transitional Programs; Cooperation; Legislation; Hospitals; Rehabilitation Centers; Employment; Community Programs + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Physical handicap; Körperbehinderung; Co-operation; Kooperation; Gesetzgebungslehre; Krankengymnast; Krankenhaus; Rehabilitation center; Rehabilitation centre; Rehabilitation centres; Rehabilitationszentrum; Dienstverhältnis
Abstract	The percentage of North Americans who have one or more physical disabilities continues to rise. Specifically, the percentage of people with ambulatory disabilities, cognitive disabilities, and other health impairments is increasing every year. This phenomenon calls for pragmatic measures to help provide better transition and related services to students with physical disabilities and other health impairments. It is anticipated that well-planned collaborative transition services provided to students with physical disabilities and other health impairments will result in improved quality of life and independent living in the community. In this chapter, we discuss transition and transition-related services, supporting legislation for persons with disabilities, transition from rehabilitation centers and hospitals to job settings and community-based programs. [For the complete volume, "Special Education Transition Services for Students with Disabilities. Advances in Special Education. Volume 35," see ED601993.] (As Provided).
Anmerkungen	Emerald Group Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: https://www.emerald.com/insight/publication/issn/0270-4013
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01