Self-Determination and Transition Planning

Häftad, Engelska, 2013

Av Karrie A. Shogren, Karrie A Shogren, Paul Wehman

409 kr

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Self-determination has a powerful positive impact on post-school outcomes for young adults with disabilities—but how can educators teach students the skills they need to make their own choices and achieve their goals as they enter adulthood? This empowering guidebook shows the way. Packed with practical, research-validated guidance on explicitly teaching self-determination skills , this book helps educators support students in communicating their interests and needs, setting and reaching goals, and managing their own lives. Ready-to-use worksheets and activities will help students take an active role in their transition planning, and true case stories highlight the benefits of self-determination instruction: smoother transitions, improved behaviour, and fulfilling lives beyond the classroom.

Produktinformation

Utgivningsdatum2013-05-31
Mått216 x 279 x 8 mm
Vikt405 g
FormatHäftad
SpråkEngelska
SerieBrookes Transition to Adulthood Series
Antal sidor168
FörlagBrookes Publishing Co
ISBN9781598572698

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Karrie A. Shogren, Ph.D. is an Associate Professor of Special Education at the University of Illinois at Urbana Champaign, USA. She received her doctorate in special education from the University of Kansas. Dr. Shogren has conducted extensive research in the areas of self-determination and systems of supports for people with intellectual disabilities. She has a specific interest in the multiple, nested factors that impact student outcomes and the use of diverse methodologies to understand and explore these factors. She has published over 45 peer reviewed articles, is the author or co-author of 5 books, and is one of the co-authors of Intellectual Disability: Definition, Classification, and Systems of Support, the 11th Edition of the American Association on Intellectual and Developmental Disabilities seminal definition of intellectual disability (formerly mental retardation). Dr. Shogren has received funding from the Institute of Education Sciences (IES) to support her research. She is currently Associate Editor of Remedial and Special Education and Intellectual and Developmental Disabilities.