Coordination of Rehabilitation Services in Higher Education for Students with Psychiatric Disabilities

2000 ◽  
Vol 31 (4) ◽  
pp. 36-39 ◽  
Author(s):  
Kimberly D. Collins
Keyword(s):  
Young Adults ◽  
Secondary Education ◽  
Cognitive Abilities ◽  
Psychiatric Disabilities ◽  
Disability Services ◽  
Post Secondary Education ◽  
Academic Accommodations ◽  
Self Advocacy ◽  
Post Secondary

In today’s technologically advanced society, post-secondary education is a necessity to obtain stable positions with competitive salaries and adequate benefits. Many young adults with psychiatric disabilities have the cognitive abilities and academic skills to attend and complete college; however, they face significant barriers in achieving these goals. This article describes the barriers experienced by young adults with psychiatric disabilities attempting post-secondary education and the navigation of these barriers. The role of the disability services office in the provision of academic accommodations, service coordination with other on-campus and off-campus agencies, promotion of self-advocacy skills, psychological support, and one-to-one coaching to facilitate completion of a degree program is also discussed.

scholarly journals Boundaries Through the Prism of Post-secondary and Professional Orientation: The Views of Young Québec Adults of Immigrant Background

2020 ◽  
Vol 7 (2) ◽  
pp. 50
Author(s):  
Fahimeh Darchinian ◽  
Marie-Odile Magnan
Keyword(s):  
Young Adults ◽  
Secondary Education ◽  
Qualitative Study ◽  
English Language ◽  
Life Stories ◽  
Educational Institutions ◽  
Post Secondary Education ◽  
Professional Orientation ◽  
Post Secondary ◽  
Immigrant Background

Based on our collection of life stories (n = 25), our qualitative study seeks to better understand, after the fact, how young, immigrant-background adults in Québec negotiate ethnocultural boundaries through their post-secondary and professional orientation experiences, particularly in terms of linguistic choices. The analyses highlight the strengthening of boundaries within Québec’s educational institutions and workplaces. The results expose different examples of racism experienced by young adults in their relations with the Québec francophone majority that led them to integrate into English-language post-secondary education and workplaces. In addition, young adults from “black” and “Arabic” minorities more frequently report racist attitudes from francophone Quebecers.

scholarly journals The key role of tutors in Mathematics Learning Support – A report of the 10th annual IMLSN workshop

2016 ◽  
Vol 15 (1) ◽  
pp. 39 ◽  
Author(s):  
Kirsten Pfeiffer ◽  
Anthony Cronin ◽  
Ciarán Mac an Bhaird
Keyword(s):  
Secondary Education ◽  
Mathematics Learning ◽  
Short Description ◽  
Support Network ◽  
Learning Support ◽  
Post Secondary Education ◽  
Post Secondary ◽  
Successful Event

In this article we give a short description of the 10th Annual Workshop of the Irish Mathematics Learning Support Network (IMLSN) Workshop. The workshop theme was ‘The key role of tutors of mathematics and statistics in Post-Secondary Education’. We briefly describe the aim of this workshop, discuss the presentations, and we close with some brief conclusions on this very successful event.

Promoting Post-secondary Education for High School-Aged Youth with Disabilities: A Model of Empowerment

1994 ◽  
Vol 13 (1) ◽  
pp. 57-63 ◽  
Author(s):  
Robert J. Miller ◽  
Stephanie Corbey ◽  
Gregg Asher
Keyword(s):  
Secondary Education ◽  
Rural Communities ◽  
Business Organizations ◽  
Post Secondary Education ◽  
Private Business ◽  
Youth With Disabilities ◽  
Post Secondary ◽  
State And Local ◽  
Local Agencies

Youth with disabilities are not realizing enrollment in post-secondary education at the same rate as their nondisabled peers. In rural Minnesota an attempt was made to increase the likelihood that youth with disabilities from rural communities would participate in post-secondary education. A conference for secondary youth with disabilities and their teachers was sponsored by a collaboration of state and local agencies, private business, organizations, and post-secondary institutions. The role of young adults with disabilities that were involved in a variety of post-secondary education institutions was a significant factor in the result of an increased number of youth with disabilities envisioning a future that includes post-secondary education after participating in the conference.

scholarly journals Occupational Therapist Role in Post-Secondary Education Transition Program: Emphasis on Self-Advocacy Skills

2020 ◽  
Author(s):  
◽  
Nikki Vorhees
Keyword(s):  
High School ◽  
Secondary Education ◽  
Postsecondary Education ◽  
Transition Planning ◽  
Transition Program ◽  
Self Determination ◽  
Post Secondary Education ◽  
Self Advocacy ◽  
Post Secondary ◽  
Transition From High School

It is becoming increasingly important for individuals to obtain post-secondary education in order to gain employment (Alverson et al., 2019; Chandroo et al., 2018). This increased importance to attend post-secondary education makes it imperative for students who are graduating from high school to be fully prepared for the transition to post-secondary education (Rothman et al., 2008). The transition from high school to post-secondary education is difficult for any individual. However, it is even more difficult for students with learning differences, as they tend to have problems in the areas of social skills, communication, problem solving, self-advocacy, and executive functioning (Alverson et al., 2019). These are critical skills required for successful post-secondary transition planning. This indicates a necessary role for OTs to contribute to students’ transition planning as OTs are fully equipped to support the development of skills such as self-advocacy and self-determination (Angell et al., 2019; Spencer et al., 2017). However, currently, there is a limited number of OTs working in transition planning for postsecondary education (Dirette, 2019). The purpose of this capstone project is to develop an occupational therapy-based transition program from high school to post-secondary education. The program will focus on social, self-advocacy, and self-determination skills to help the students transition from high school to post-secondary education as smoothly as possible.

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