Rural Vocational and Transition Assessment Practices for Students with Intellectual Disabilities: What Do Educators Really Know?

Autor/inn/en	Brendle, Janna; Tucker, Kathryn J.; Lock, Robin H.
Titel	Rural Vocational and Transition Assessment Practices for Students with Intellectual Disabilities: What Do Educators Really Know?
Quelle	In: Journal of Special Education Apprenticeship, 7 (2018) 1, (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2167-3454
Schlagwörter	Rural Education; Vocational Education; Special Education Teachers; Transitional Programs; Individualized Transition Plans; Intellectual Disability; Rural Schools; Teacher Attitudes; Knowledge Level; Teacher Surveys; Student Evaluation; Texas + Suchen Sie Ihr Suchwort? Ländliche Erwachsenenbildung; Ausbildung; Berufsbildung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Intellect; Disability; Disabilities; Verstand; Behinderung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Lehrerverhalten; Wissensbasis; Schulnote; Studentische Bewertung
Abstract	Transition planning requires quality vocational and transition assessment tailored to the student's needs, strengths, preferences and interests. Limited research is currently available that addresses assessment types and use of results that rural practitioners utilize to aid in transition planning for students with intellectual disabilities (ID). A group of 71 rural educators were surveyed to determine their transition assessment understanding and practices in the rural setting. This descriptive study examined rural educators' understanding of vocational and transition assessment methods used in their rural settings, the transition assessment instruments they use with students with ID, and the impact that transition assessment has in determining the needs of students with ID. The results indicate the majority of the rural educators in the study reported limited understanding in the use of assessment results for student vocational and transition planning and expressed the need for training in this area to improve outcomes for students with ID. (As Provided).
Anmerkungen	Journal of Special Education Apprenticeship. 2496 Prospect Drive, Upland, CA 91784. Tel: 909-985-8578; Fax: 909-985-8578; e-mail: snam@csusb.edu; Web site: http://www.josea.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01