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Road Ahead : Transition to Adult Life for Persons with Disabilities.
Successful transition from school to adult life has always been difficult for people with disabilities, especially in the area of employment. The vast majority of people with disabilities are either unemployed or underemployed with low wages and few benefits, and many governments are struggling to f...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
IOS Press,
2013.
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| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 049 | |a UAMI | ||
| 100 | 1 | |a Hunter, D. | |
| 245 | 1 | 0 | |a Road Ahead : |b Transition to Adult Life for Persons with Disabilities. |
| 260 | |b IOS Press, |c 2013. | ||
| 300 | |a 1 online resource | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 588 | 0 | |a Print version record. | |
| 505 | 0 | |a THE ROAD AHEAD; Dedication The Road Ahead 3rd Edition; Road Ahead Bios and Contact Information; Contents; The Importance of Transition Services and Meaningful Outcomes for People with Disabilities; 1. Importance ofWork in Integrated Settings; 1.1. Philosophical/Ethical Judgment; 1.2. Civil Rights; 1.3. Normalization; 1.4. Community Participation; 1.5. Influencing Society; 1.6. Valued; 1.7. Helps Individuals Through Stress and Difficulties; 1.8. Economic Independence; 1.9. Professionals Cannot Meet All Needs of Persons with Disabilities; 1.10. Life-Long Learning; 2. Transition and Employment. | |
| 505 | 8 | |a 3. ConclusionReferences; Person Centered Transition Planning; 1. Key Questions; 2. Window to the World Case Study 1; 3. Window to the World Case Study 2; 4. Key Question 1: Why Does Transition Planning Need to be Person-Centered?; 5. Key Question 2: What is Person Centered Planning?; 6. Key Question 3: How Often Does Person Centered Planning Occur?; 7. Key Question 4: Who Should be Involved in Person Centered Planning Teams?; 8. Key Question 5: Who Can Facilitate a Person Centered Planning Meeting?; 9. Key Question 6: How Can Someone Facilitate Person Centered Planning? | |
| 505 | 8 | |a 9.1. Personal Profile Development9.1.1. Mapping a Circle of Support; 9.1.2. Illustrating Community Presence; 9.1.3. Developing a Preferences List; 9.1.4. Expressing Gifts and Capacities; 9.2. Future Lifestyle Planning; 9.2.1. Creating a Challenging Vision of the Future; 9.3. Action Steps and Responsible Parties; 9.3.1. Negotiating Action Steps and Responsible Parties; 9.4. Needed Service System Changes; 10. Key Question 7: How Can Person Centered Planning Information be Incorporated into the IEP/Transition Plan?; 11. Best Practice Recommendations; 12. Community-Based Activity Suggestions. | |
| 505 | 8 | |a 13. Discussion QuestionsReferences; Self-Determination: Enhancing Competence and Independence; 1. Key Questions; 2. Window to the World Case Study 1; 3. Window to the World Case Study 2; 4. Key Question 1: What is Self-Determination?; 5. Key Question 2: How Does Self-Determination Impact Transition and Learning Outcomes?; 6. Key Question 3: Why is Choice Making Considered the Foundation of Self-Determination?; 7. Key Question 4: What Are the Strategies AssociatedWith Self-Determination?; 8. Expressing Preferences and Choice Making; 9. Picture Cues and Antecedent Cue Regulation Strategies. | |
| 520 | |a Successful transition from school to adult life has always been difficult for people with disabilities, especially in the area of employment. The vast majority of people with disabilities are either unemployed or underemployed with low wages and few benefits, and many governments are struggling to find a way of providing employment and benefits to people with disabilities without creating disincentives to work. This book provides strategies and ideas for improving the lives of people with disabilities, exploring new ways of enabling a successful transition to an integrated adult working life b. | ||
| 590 | |a ProQuest Ebook Central |b Ebook Central Academic Complete | ||
| 650 | 0 | |a Youth with disabilities |x Vocational guidance |z United States. | |
| 650 | 0 | |a Youth with disabilities |x Education |z United States. | |
| 650 | 0 | |a Youth with disabilities |x Employment |z United States. | |
| 650 | 6 | |a Jeunes handicapés |x Orientation professionnelle |z États-Unis. | |
| 650 | 6 | |a Jeunes handicapés |x Éducation |z États-Unis. | |
| 650 | 6 | |a Jeunes handicapés |x Travail |z États-Unis. | |
| 650 | 7 | |a Youth with disabilities |x Education |2 fast | |
| 650 | 7 | |a Youth with disabilities |x Employment |2 fast | |
| 651 | 7 | |a United States |2 fast |1 https://id.oclc.org/worldcat/entity/E39PBJtxgQXMWqmjMjjwXRHgrq | |
| 776 | 0 | 8 | |i Print version: |z 9781306460873 |
| 856 | 4 | 0 | |u https://ebookcentral.uam.elogim.com/lib/uam-ebooks/detail.action?docID=1637640 |z Texto completo |
| 938 | |a Askews and Holts Library Services |b ASKH |n AH37537316 | ||
| 938 | |a ProQuest Ebook Central |b EBLB |n EBL1637640 | ||
| 938 | |a ProQuest MyiLibrary Digital eBook Collection |b IDEB |n cis27559613 | ||
| 994 | |a 92 |b IZTAP | ||