A Rural Work Experience Model that Works: Lessons from the Real World

1997 ◽  
Vol 16 (3) ◽  
pp. 11-18 ◽  
Author(s):  
G. Franklin Elrod ◽  
Benita H. Cahalane ◽  
Joanne Combe
Keyword(s):  
Rural Communities ◽  
Students With Disabilities ◽  
Work Experience ◽  
School Setting ◽  
Skills Training ◽  
Work Experiences ◽  
Work Skills ◽  
Effective School ◽  
Rural Work ◽  
Job Site

Transition education for students with disabilities means different things to different educators based upon the communities in which they reside. Thus, teachers often bring pre-conceived notions to the school setting about what constitutes an effective school-to-work program. The Skills Training Program described in this article takes site-based work experiences to the rural communities in which students live and builds a bridge between school and the job site. Special educators from rural and remote school districts in eastern Oregon surveyed local employers and designed a model to implement a work experience program for students with disabilities in an area with limited employment resources. This article describes the organizational process of this tri-county work experience model and reports on the outcome of enhancing associated work skills.

scholarly journals IMPACT OF TEAM WORK ON EMPLOYEE SATISFACTION

2014 ◽  
Vol 10 (2) ◽  
Author(s):  
Sobia Shujaat ◽  
Keyword(s):  
Higher Education ◽  
Group Work ◽  
Work Experience ◽  
Employee Satisfaction ◽  
Team Work ◽  
Future Research ◽  
Work Experiences ◽  
Work Skills ◽  
Organizational Goals ◽  
Practical Implications

Purpose: The current study was based on analyzing effect of team work on employee satisfaction, as team work is considered to be a crucial factor for achieving organizational goals. Methodology/Sampling: A survey was conducted among 384 employees from different organization to analyze their team work experience. Regression analysis was applied to access the significance of linear relationship on data under study. Findings: It was found that team work has a significant impact on employee satisfaction. Future research should investigate the ways in which teamwork interest can be moderated by characteristics of the task and the group, preferably those characteristics that instructors have some control over to facilitate group work experiences. Practical Implications: Employers value team work skills from incoming employees with higher education. Hence it is critical that instructors in higher education institutions understand the importance of teamwork and the factors that contribute to positive teamwork environment. The study will be helpful for HR departments to understand the importance of team work and for devising better work groups.

Parental and professional perspectives on comprehensive post-secondary transition needs of youth with disabilities: An interagency case study

2021 ◽  
pp. 1-13
Author(s):  
Annemarie. Connor ◽  
Ann. Tilman ◽  
Madelyn. Isaacs ◽  
Connie. Sung
Keyword(s):  
Students With Disabilities ◽  
Service Providers ◽  
School Setting ◽  
Skills Training ◽  
Family Counseling ◽  
Secondary Transition ◽  
Thick Description ◽  
Youth With Disabilities ◽  
Post Secondary

BACKGROUND: It is critically important to identify the longstanding needs for improved post-secondary transition outcomes among youth with disabilities. OBJECTIVE: This interagency case study aimed to examine stakeholders’ perceptions regarding transition-related counseling needs of students with disabilities through analysis of thick description. METHODS: Individual interviews were conducted with stakeholders including parents, teachers, administrators, and counseling service providers who work with transition students with disabilities. RESULTS: Data analysis resulted in three overarching unmet needs: (1) equity of resources, accommodations & services, (2) life skills training/interventions, (3) individual & family counseling/guidance, and (4) interagency collaboration. CONCLUSION: In addition to identifying counseling, guidance, and case management needs of transition students with disabilities and gaining stakeholders’ perspectives and recommendations, this study also provides insights on the role of counselors in transition within a multidisciplinary school setting.

scholarly journals Social Skills of Students with Disabilities at Elementary Level in Inclusive School Setting

2019 ◽  
Vol 6 (1) ◽  
pp. 52
Author(s):  
Fitri Dwi Arini ◽  
Sunardi Sunardi ◽  
Sri Yamtinah
Keyword(s):  
Social Skills ◽  
Students With Disabilities ◽  
School Setting ◽  
Skills Training ◽  
Elementary Level ◽  
Social Skills Instruction ◽  
The Social ◽  
Inclusive School ◽  
Research Findings ◽  
Disability Categories

Social skills evidently played an important role for students to develop their lives as individuals and members of society, citizens and members of mankind. The objectives of this research were to find out the level of social skill among students with disabilities at the elementary level in inclusive school and to discover the dispersion of social skills level of students by their disability categories. Data were collected from teachers to rate the social skills students with disabilities using a 4-point Likert questionnaire. The research findings indicated that students with disabilities' mean score were 44.45 from minimum 30 and maximum 63, which is closest to the minimum. The levels of social skills' student with disabilities tend to the fair to very poor level (82.5%). Effective social skills instruction, such as intensive social skills training is required to enhance the level of social skills of students with disabilities in inclusive school.

Pursuing Graduation: Differences in Work Experience Supports for Young SSI Recipients Pursuing Diplomas or Certificates

2021 ◽  
Vol 44 (2) ◽  
pp. 110-119
Author(s):  
Mari S. Guillermo ◽  
Mark S. Tucker ◽  
Vanessa Corona ◽  
Fred R. McFarlane ◽  
Ron Jacobs
Keyword(s):  
High School ◽  
Students With Disabilities ◽  
Work Experience ◽  
Research Policy ◽  
Section 504 ◽  
Work Experiences ◽  
Individualized Education Programs ◽  
Policy And Practice ◽  
Work Related ◽  
Service Data

Students with Individualized Education Programs (IEPs) or Section 504 Plans may earn a diploma or a certificate of completion when leaving secondary education. This study examined differences in career- and work-based learning services and work experiences of students who earned a high school diploma or a certificate of completion upon exiting high school. Case service data of 969 students with disabilities were analyzed. Results suggested groups differed in the number and types of career- and work-based services, work experiences, post-high school expectations, and work-related concerns expressed by parents. Differences between groups were observed by types of career and work experiences. Significantly greater proportions of diploma-earners expressed expectations to work and attend college. Parents of both groups expressed concerns about their youth losing Supplemental Security Income (SSI) benefits and about their youths’ safety and ability to work independently. Limitations and implications for research, policy, and practice are provided.

The Speech-Language Pathologist in the Public Schools: Preparation for Real Life Practices From the Perspective of a Speech-Language Pathology Program Coordinator

2010 ◽  
Vol 11 (2) ◽  
pp. 60-65
Author(s):  
Francine Wenhardt
Keyword(s):  
Public Schools ◽  
School Setting ◽  
Real Life ◽  
Effective School ◽  
Program Coordinator ◽  
Educational Preparation ◽  
The Public ◽  
Speech Language Pathologist ◽  
New Graduate ◽  
Language Pathology

Abstract The speech-language pathologist (SLP) working in the public schools has a wide variety of tasks. Educational preparation is not all that is needed to be an effective school-based SLP. As a SLP currently working in the capacity of a program coordinator, the author describes the skills required to fulfill the job requirements and responsibilities of the SLP in the school setting and advises the new graduate regarding the interview process and beginning a career in the public schools.

scholarly journals CEOs’ International Work Experience and Compensation

2021 ◽  
Author(s):  
Stefan Schmid ◽  
Sebastian Baldermann
Keyword(s):  
Human Capital ◽  
Empirical Analysis ◽  
Work Experience ◽  
Resource Dependence ◽  
Human Capital Theory ◽  
Work Experiences ◽  
Capital Theory ◽  
International Work ◽  
Executive Remuneration ◽  
To Receive

AbstractIn this paper, we study the effect a CEO’s international work experience has on his or her compensation. By combining human capital theory with a resource dependence and a resource-based perspective, we argue that international work experience translates into higher pay. We also suggest that international work experience comprises several dimensions that affect CEO compensation: duration, timing and breadth of stays abroad. With data from Europe’s largest stock market firms, we provide evidence that the longer the international work experiences and the more numerous they are, the higher a CEO’s compensation. While, based on our theoretical arguments, we expect to find that later international work experiences pay off for CEOs, our empirical analysis shows that earlier international work experiences are particularly valuable in terms of compensation. In addition, our data support the argument that maturity allows a CEO to take advantage of the skills, knowledge and competencies obtained via international experience—and to receive a higher payoff. With our study, we improve the understanding of how different facets of a CEO’s background shape executive remuneration.

scholarly journals Building Sustainable Rural Age-Friendly Communities: Grassroots Perspectives

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 698-698
Author(s):  
Patricia Oh
Keyword(s):  
Content Analysis ◽  
Rural Communities ◽  
Community Engagement ◽  
Local Knowledge ◽  
Peer To Peer ◽  
Effect Change ◽  
Thematic Content Analysis ◽  
Thematic Content ◽  
Technical Advice ◽  
Rural Work

Abstract Joining the AARP Network of Age-Friendly States and Communities does not make a community age-friendly; the age-friendly team must cultivate community engagement, develop collaborations with diverse stakeholders, mobilize resources, and document achievements. Little research describes the tools age-friendly rural communities use to effect change and develop sustainability. Thematic content analysis of 67 interviews conducted between December 09, 2018 and January 24, 2020 with age-friendly leaders in rural Maine communities suggested that peer-to-peer networking, privileging local knowledge, engaging local and regional partners, technical advice from a trusted source, and fun were among the tools used to move age-friendly rural work forward.

scholarly journals A Tale of Two Countries: An International Perspective on Non-Traditional Special Education

2021 ◽  
pp. 875687052098229
Author(s):  
Elif Tekin-Iftar ◽  
Bree A. Jimenez ◽  
Hatice Deniz Degirmenci
Keyword(s):  
Special Education ◽  
Rural Communities ◽  
Students With Disabilities ◽  
Local Governments ◽  
International Perspective ◽  
School Closure ◽  
Global Perspective ◽  
Medical Needs ◽  
Global Pandemic ◽  
State And Local

A global perspective of education, special education, rural communities, and non-traditional instruction is provided for two countries. Both Turkey and Australia have responded to the COVID-19 global pandemic in similar yet, different ways. Through the tale of two countries navigating the rapid response to school closure for students with disabilities, we all can gain understanding from examining strategies used by national, state, and local governments; school systems; and support agencies. From these strategies, we can determine effective and efficient models moving forward that support all students (e.g., students with mental health and medical needs) through non-traditional education during natural disasters, pandemics, or unexpected events

Social Skills training in an Infant School Setting

1980 ◽  
Vol 8 (4) ◽  
pp. 69-79 ◽  
Author(s):  
Stephen Frosh ◽  
Maria Callias
Keyword(s):  
Peer Relationships ◽  
Juvenile Delinquents ◽  
Social Skills Training ◽  
Mental Health Problems ◽  
School Setting ◽  
Adult Life ◽  
Skills Training ◽  
Drop Out ◽  
Infant School ◽  
Growing Body

In recent years, a growing body of research has established that children who have poor peer relationships are particularly at risk for the development of later psychiatric and antisocial disorders — for instance, they are more likely to drop out of school, be later identified as juvenile delinquents, and have mental health problems in adult life (Asher et al., 1977). Children who are picked out by their peers as isolated or rejected are particularly vulnerable (Cowen et al., 1973; Roff et al., 1972). This finding has led researchers to evaluate “popularity” by sociometric tests which involve asking children who their friends are and who they dislike. Such sociometric scores have been shown to have moderate reliability (Roff et al., 1972), but much depends on the type of question asked (Oden & Asher, 1977). In particular, it is clear that sociometric acceptance has different correlates from sociometric rejection, the former being more an index of amount of social participation (Combs & Slaby, 1977), the latter of its quality.

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