Effects of Teachers’ Job Satisfaction on Quality Management in Secondary Special Education Programs of Students with Intellectual Disabilities

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.

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

Learning Disability Quarterly ◽

10.2307/1510363 ◽

1986 ◽

Vol 9 (2) ◽

pp. 141-155 ◽

Cited By ~ 24

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.

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

The Qualitative Report ◽

10.46743/2160-3715/2008.1590 ◽

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.

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