By PhD, Christy Mahanay-Castro
Getting ready scholars with disabilities for grownup residing is a problem for faculties. This publication serves as a advisor for fogeys, scholars, academics and college directors to construct transition courses on the secondary point to facilitate a winning transition from tuition to grownup residing. it's research-based mixed with a commonsense method. during this e-book Christy Mahanay-Castro explains targeted schooling legislation, and discusses fresh learn on scholars with disabilities and their stories in transitioning from the general public faculties into grownup residing. She additionally features a sensible set of actions and worksheets to aid the designated schooling instructor with facilitating the transition of scholars with disabilities.
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Additional resources for Building Transitional Programs for Students with Disabilities: How to Navigate the Course of Their Lives
They should be supportive of the student and make it a positive experience. It is important that students do not get the wrong idea about their abilities during this process. It is all too easy to stress the student’s weaknesses rather than the student’s strengths. If this is the case, the student may feel poorly about him or herself. On the contrary, the student should leave the meeting feeling positive about his or her abilities. Therefore, emphasize the student’s strengths and interests. The team members should think from the perspective of the student and conduct the meeting in a manner that they feel would be productive for the student.
10 an hour. They all (except Dan) desired an increase in wages. Statistics regarding wages indicates that people with disabilities usually make lower wages than those without disabilities. However, in the community where these graduates lived, their salary was commensurate with their nondisabled peers with similar education and work experience. SERVICES THAT ARE NEEDED AND RECEIVED BY STUDENTS WITH DISABILITIES AFTER GRADUATION Five of the graduates received state financial assistance after graduating from high school.
Experiences after High School Graduation 51 It is typically more difficult for youth with disabilities to obtain employment, but this was not the perception of the students interviewed who were actively employed. However, for the four students who were unemployed, this was the perception. The graduates all had a general idea that they would prefer having a job that they would enjoy and one that would provide a higher income. Except for Dan’s parents (due to the severity of Dan’s disability), the parents and/or guardians wanted to see their children go on to receive more vocational training after high school, and/or go on to a community college.
Building Transitional Programs for Students with Disabilities: How to Navigate the Course of Their Lives by PhD, Christy Mahanay-Castro