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.

Changes in Technology Use in California's Special Education Programs

1997 ◽  
Vol 18 (4) ◽  
pp. 233-242 ◽  
Author(s):  
Rena B. Lewis
Keyword(s):  
Special Education ◽  
General Education ◽  
Students With Disabilities ◽  
Technology Use ◽  
Education Programs ◽  
Teachers And Students ◽  
Special Education Programs ◽  
Education Administrators ◽  
Technology In Instruction ◽  
Drill And Practice

Abstract This study investigated changes in technology use in california's special education programs between the late 1980s and mid-1990s. two groups representing districts that participated in an earlier study were surveyed: special education administrators ( n = 149) and special educators who routinely use technology in instruction ( n = 189). Results suggest that computers and other technologies are more available today and used more often by administrators, teachers, and students with disabilities. Students are more likely to have technology goals on their individualized education programs, interact with technology in general education settings, and use computers as tools rather than for drill-and-practice. Administrators and teachers remain enthusiastic about technology's benefits. However, although technologies used in school programs have become more sophisticated and more plentiful, barriers to full implementation still exist.

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.

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