A Descriptive Study of Literacy Events in Secondary Special Education Programs in Linguistically Diverse Schools

1990 ◽  
Vol 11 (4) ◽  
pp. 20-28 ◽  
Author(s):  
Kathleen C. Harris ◽  
Robert S. Rueda ◽  
Sister Phyllis Supancheck
Keyword(s):  
Special Education ◽  
Linguistically Diverse ◽  
Descriptive Study ◽  
Education Programs ◽  
Secondary Special Education ◽  
Literacy Events ◽  
Diverse Schools ◽  
Special Education Programs

The Role of Special Education in LD Adolescents' Transition from School to Work

1988 ◽  
Vol 11 (3) ◽  
pp. 292-306 ◽  
Author(s):  
Cynthia M. Okolo ◽  
Patricia Sitlington
Keyword(s):  
Special Education ◽  
Work Experience ◽  
Transition Process ◽  
Future Research ◽  
Education Programs ◽  
Vocational Assessment ◽  
Secondary Special Education ◽  
Basic Work ◽  
Vocational Programming ◽  
Special Education Programs

Despite increasing interest in the transition of handicapped youth from school to postsecondary training and employment, available data indicate that few secondary-school special education programs provide relevant services. This article gives a rationale for and a delineation of the types of services which can facilitate the transition process for learning disabled (LD) adolescents. First, the authors review recent studies of LD individuals' vocational adjustment and identify the skills needed for successful transition to the world of work. Current practices in secondary special education and vocational education are then discussed. The authors conclude that secondary special education programs should provide six types of vocationally relevant activities: (a) occupational awareness, exploration, and basic work experience; (b) indepth career/vocational assessment; (c) instruction in job-related academic skills; (d) instruction in job-related interpersonal skills; (e) support services to other disciplines involved in vocational programming; and (f) post-school placement and follow-up. Finally, recommendations for personnel preparation and future research are suggested.

The Role of Special Education in LD Adolescents' Transition from School to Work

1986 ◽  
Vol 9 (2) ◽  
pp. 141-155 ◽  
Author(s):  
Cynthia M. Okolo ◽  
Patricia Sitlington
Keyword(s):  
Special Education ◽  
Work Experience ◽  
Transition Process ◽  
Future Research ◽  
Education Programs ◽  
Vocational Assessment ◽  
Secondary Special Education ◽  
Basic Work ◽  
Vocational Programming ◽  
Special Education Programs

Despite increasing interest in the transition of handicapped youth from school to postsecondary training and employment, available data indicate that few secondary-school special education programs provide relevant services. This article gives a rationale for and a delineation of the types of services which can facilitate the transition process for learning disabled (LD) adolescents. First, the authors review recent studies of LD individuals' vocational adjustment and identify the skills needed for successful transition to the world of work. Current practices in secondary special education and vocational education are then discussed. The authors conclude that secondary special education programs should provide six types of vocationally relevant activities: (a) occupational awareness, exploration, and basic work experience; (b) indepth career/vocational assessment; (c) instruction in job-related academic skills; (d) instruction in job-related interpersonal skills; (e) support services to other disciplines involved in vocational programming; and (f) post-school placement and follow-up. Finally, recommendations for personnel preparation and future research are suggested.

scholarly journals Exploring the Enactment of Functional Curriculum in Self-Contained Cross-Categorical Programs: A Case Study

2015 ◽  
Author(s):  
Emily Bouck
Keyword(s):  
Special Education ◽  
General Education ◽  
Education Programs ◽  
Secondary Special Education ◽  
Curriculum Enactment ◽  
Functional Curriculum ◽  
Special Education Programs ◽  
The Moment

Little research has been devoted to studying functional curriculum in secondary special education programs, self-contained cross-categorical programs, or curriculum enactment in special education, which warrants study of the culmination of these issues. This article presents a case study that attempts to answer, “What is the nature of the enactment of functional curriculum in rural self-contained cross-categorical programs?” The study occurred in two rural secondary self-contained cross-categorical programs with two teachers, four paraprofessionals, and 15 students. The findings suggest that the curriculum was enacted in the moment, was relative, and created tensions between special education and general education. The findings also suggest that the enactment had to be very encompassing and that it developed a community within each programs.

Multicultural powers of “fluffy” words and actions in general and special education

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Festus E. Obiakor
Keyword(s):  
Special Education ◽  
Driving Force ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Evidence Based ◽  
Education Programs ◽  
Critical Question ◽  
Research And Practice ◽  
Special Education Programs

Abstract The search for “quality” has been the driving force behind general and special education programs; and rightly so! This search has led to incessant demands for scientifically proven and evidence-based methods, both in research and practice. However, this search has frequently ignored “fluffy” words and actions that make up the gum that glues together good friendships, marriages, relationships, classrooms, organizations, institutions, and communities. The reality is that this Utopian demand for quality has downplayed or eliminated “hearty” and caring sensibilities in general and special education programming. This systematically creates psychological, socio-emotional, and educational problems for culturally and linguistically diverse (CLD) and vulnerable learners who have been traditionally disenfranchised, disadvantaged, and disillusioned. The critical question is, What can be done to incorporate and value “fluffy” words and actions in general and special education in this puritanical search for quality? This is the focus of this article.

Sign in / Sign up

Export Citation Format

Share Document