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1.
美国的第三级教育与法律的关系历经了一个从分离到密切相关的变化过程.从美国现行高等教育法制来看,现代第三级教育法具有诸多表现形式,大范围、深层次地影响着第三级教育的发展.目前,我国高等教育法已纳入修改议程,研究和了解美国第三级教育法的变化与发展,分析和借鉴美国第三级教育法的有益因素,无疑有助于我国高等教育法制走向完善. 相似文献
2.
Federal legislation requires that students with disabilities receive services to assist them in the transition from high school to post-secondary life. Transition services must address students' understanding of their disability, learning strengths and weaknesses, career decision-making skills, and preparation for the increased demands of postsecondary education. This study surveyed coordinators of special services for students with disabilities at 74 colleges and universities in New York state. Respondents provided their perceptions of how well the students they served had been prepared by the transition services they had received in high school. Overall, little satisfaction with transition services was expressed. Respondents were most satisfied with high schools' provision of updated evaluations for students prior to enrollment in college, and they rated students' preparation for self-advocacy as the greatest weakness of current transition services. 相似文献
3.
为了提高大学教育机会及学位获得率,美国高中和中等后教育机构制定了"基于学分的过渡计划".这些计划通过促进学生由高中到中等后教育的过渡衔接了高中与中等后教育.本文介绍了美国"基于学分的过渡计划",并分析了其发展的原因及实施对美国教育产生的影响,以期对我国的教育有所借鉴. 相似文献
4.
Contributions of Cooperative Education in Preparing At-Risk Students for Post-High School Transition
Work-based learning interventions, particularly cooperative education, are a viable way to support the post-high school transition process, enhance work-related cognitive development, and increase the occupational engagement of at-risk youth. Using propensity score matching to analyze data from the Educational Longitudinal Study of 2002 (ELS:2002), the impact of participation in cooperative education on two indicators of postsecondary transition readiness, including postsecondary education plans right after high school and importance placed on work, were examined for students deemed at risk of high school failure. Participation in cooperative education had a significant positive effect on at-risk students' postsecondary education plans right after high school. However, no significant effect was detected for the importance students placed on work. 相似文献
5.
Abstract The newly reauthorized Individuals with Disabilities Education Act of 2004 contains several significant changes that will directly impact students with learning disabilities (LD) who are preparing for transition to postsecondary education. These modifications include transition planning, reevaluations, new criteria for the diagnosis of LD, and the summary of performance requirement. This article presents an overview of pertinent changes in each of these key areas, as well as discussion of how these modifications will impact students in transition. Recommendations are offered for secondary and postsecondary personnel regarding these changes. 相似文献
6.
This exploratory study analyzes the perceptions of Disability Support Services (DSS) personnel regarding the transition process and documentation requirements to receive services for students with invisible disabilities in postsecondary settings. Invisible disabilities include attention-deficit/hyperactivity disorder, autism spectrum disorders, learning disabilities, and traumatic brain injury. DSS personnel from 408 postsecondary institutions across the United States completed the researcher-generated survey online. Results indicated a lack of consistent collaboration with secondary institutions and use of transition plans to determine eligibility for disability services. Participants reported a lackluster view of their usefulness, and analyses of their free responses revealed specific themes for what DSS personnel reported would make transition reports more useful. Results regarding currency requirements, qualified conductors of, responsible parties for, and location of assessments are presented. Applications of the findings of this research are discussed for the preparation of effective transition reports and transition goals. 相似文献
7.
Kristine W. Webb Karen B. Patterson Susan M. Syverud Janice J. Seabrooks-Blackmore 《Exceptionality》2013,21(4):192-206
As increasing numbers of students with disabilities access postsecondary education, research studies and literature reviews have investigated the needs of these students who chose to pursue postsecondary education. These articles included studies that (a) asked students with disabilities to identify needs and (b) summarized needs in literature reviews about students with disabilities in postsecondary education. This article summarizes needs and recommendations from college students with disabilities and authors who reviewed related literature from 1995–2006. The summary includes needs in five areas: self-determination, social skills, academic preparation, accommodations, and assistive technology (AT). Each of these areas of need is described and recommendations for practice are discussed. The purpose of this article is to identify a set of evidence-based transition practices that will address these needs and increase the likelihood of success for students who enroll in postsecondary education institutions. 相似文献
8.
Noel Gregg 《Learning disabilities research & practice》2007,22(4):219-228
The adolescent and adult population with learning disabilities (LD) continues to be underserved and underprepared to meet the demands of postsecondary education. Evidence pertaining to postsecondary education outcomes for the population with LD is extremely bleak. One purpose of this article is to situate thinking about adolescents and adults with LD across the spectrum of ability and socioeconomic status within the current world context. The second objective is to heighten awareness of the changing needs of this population based on social, educational, economic, and political directives. Several academic options are presented as alternative pathways available to individuals in the transition from secondary to postsecondary environments. 相似文献
9.
Rojewski JW 《Journal of learning disabilities》1999,32(6):533-552
A national longitudinal database was used to compare the aspirations and attainment of individuals with and without learning disabilities (LD) 2 years after high school completion. Analyses revealed that individuals with LD reported lower graduation rates, were more likely to aspire to moderate- (men) or low-prestige (women) occupations, and were more likely to be employed and less likely to be enrolled in some type of postsecondary education program than their nondisabled peers. High educational aspirations in Grade 12 and successful completion of an academic or college-prep high school program were equally important in predicting 2-year postsecondary status for adolescents enrolled in postsecondary education regardless of disability status. However, depending on disability status, different predictors were identified for individuals who were either employed or out of the workforce. These results point to a continued need for transition planning and support for young adults with LD and suggest ways in which professionals can anticipate and adjust for identified differences in aspirations and postsecondary attainment. 相似文献
10.
Audrey Trainor 《International journal of qualitative studies in education》2013,26(6):711-725
Teaching students with learning disabilities to be self-determining during postsecondary transition planning is considered beneficial for students. Few self-determination studies, however, have focused on the impact students' cultural identities may have on the practice of self-determination during transition planning. A review of self-determination literature is presented and includes concept definition, characteristics, and example components of model programs. Additionally, multicultural special education literature helps frame the need to consider the interplay between programs that promote self-determination and culturally and linguistically diverse learners. Qualitative research methods, used with student participants, have the potential to inform preferred practices as well as research gaps in special education by capturing how diverse students respond to self-determination during postsecondary transition planning. 相似文献
11.
Data from the National Longitudinal Transition Study-2 were used to examine the effect of academic and career or technical education course-taking in high school on deaf or hard of hearing (DHH) youth’s postsecondary enrollment in 2-year, 4-year, and career or technical education institutions. We examined the proportion of academic and career or technical education courses taken, completion of algebra, and completion of an occupationally specific course of study. Propensity model analyses indicated that academic course taking significantly increased the odds that DHH students would enroll in postsecondary school. Completion of a higher proportion of career or technical education courses was not related to enrollment in postsecondary education, including career and technical education schools. Implications for practice and future research are discussed, including the importance of secondary transition planning staff both encouraging DHH students who have a goal of future postsecondary attendance to take a rigorous, academically focused high school curriculum, and providing students with the support to complete these courses. 相似文献
12.
Amy L. Cook 《International Journal for Educational and Vocational Guidance》2017,17(3):311-328
Transition from high school to postsecondary education (PSE) and employment can be challenging for all youth, and particularly for youth with intellectual disability (ID). Promoting equity and access to PSE for students with ID is a social justice mandate, and high school counselors are uniquely positioned to assist youth with ID in accessing appropriate PSE options. This article describes how high school counselors can effectively support the postsecondary transition needs of students with ID through applying a framework of advocacy and social justice, using the Multicultural and Social Justice Counseling Competencies. 相似文献
13.
René Díaz-Lefebvre 《Community College Journal of Research & Practice》2013,37(2):135-147
The integrity of Career and Technical programs in Mississippi has increased in large part due to the implementation of research-based practices in both the curriculum and assessment processes. The use of standard measures has increased the likelihood that postsecondary instructors and administrators accept articulated credit, and secondary instructors are more comfortable using a standard for students across the state. Beginning with only a handful of courses has been positive because problems and other issues can be addressed quickly and easily. Both secondary and postsecondary instructors are included on the curriculum writing and revision teams, which has improved communication. Another benefit of this process has been the ease of transition for students from secondary to postsecondary in program areas. Although articulation is still a “work in progress” in Mississippi, consistency and communication has improved the development process and the benefits to students. 相似文献
14.
Elizabeth Madson Ankeny Jean P. Lehmann 《Community College Journal of Research & Practice》2013,37(6):477-496
Nearly 60% of students with disabilities who attend postsecondary institutions attend community colleges. Individuals with disabilities paralleling their peers without disabilities need the postsecondary education opportunity to develop vocational skills, the time to mature, and the experience of living with others. A transition program, a K–12 and community college partnership, was developed to support students in this mission. A narrative inquiry methodology was utilized to understand the community college experience of students with disabilities in a transition program. Findings indicate that the program benefited the individuals. It did this by supporting completion of a vocational program leading to gainful employment and as a transition into adult roles and status. The program also provided opportunities that enhanced the individuals' self-esteem, and it facilitated the individuals becoming more independent and responsible. 相似文献
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16.
Andrew S. Belasco 《Research in higher education》2013,54(7):781-804
School counselors are the primary facilitators of college transition for many students, yet little is known about their influence on college-going behavior. Analyzing data from the Educational Longitudinal Study of 2002, this study employs coarsened exact matching and multilevel modeling to examine the effects of student-counselor visits on postsecondary enrollment, as well as determine whether the effects of such visits vary by socioeconomic background. Results suggest that visiting a counselor for college entrance information has a positive and significant influence on students’ likelihood of postsecondary enrollment, and that counseling-related effects are greatest for students with low socioeconomic status. 相似文献
17.
Nicole S. Ofiesh 《Learning disabilities research & practice》2007,22(4):237-245
Accommodations in postsecondary settings have become commonplace for many students with learning disabilities (LD) who have documented needs. Many of the accommodations professionals recommend for students with LD are based on an analysis of the course demands, the student's functional limitations, and a basic understanding of how the accommodation can facilitate the demonstration or acquisition of knowledge. However, little is known about which accommodations are recommended for math, science, and foreign language courses as well as the effectiveness of those accommodations. Because these content areas pose substantial hurdles for secondary students with LD who may transition to postsecondary settings, a review of the literature was conducted to evaluate current practices in the provision of accommodations to postsecondary students with LD in math, science, and foreign language courses. Findings indicate strong empirical evidence for extended test time for algebra exams and emerging research in changes to foreign language instruction. Recommendations for further research are provided. 相似文献
18.
Max S. Marshall 《College Teaching》2013,61(4):128-131
Federal legislation has increased the participation of students with disabilities in higher education, but they are less likely to attain a postsecondary degree than students without disabilities. In this paper, I discuss reasons for academic failure and illustrate ten strategies that instructors can implement to increase the academic success of students with disabilities. The ten strategies are an accessible syllabus, study objectives, study guides, frequent tests, remedial activities, guided notes, response cards, peer tutoring, fluency building, and feedback. 相似文献
19.
A national longitudinal database (NELS: 88-94, 1996) was used to examine the occupational aspiration patterns, vocational preparation, and work-related experiences of adolescents who were either work-bound or college-bound two years after their initial transition from high school to work or postsecondary education. Adolescents' career choice and behavior patterns were analyzed at two separate points. Grades 8 and 10 achievement profiles of work- and unemployment-bound youths were similar; both groups had significantly lower achievement scores than college-bound youths. Socioeconomic status (SES) had considerable influence on determining both occupational aspirations and postsecondary transition status. Two-thirds of all young adults who were work-bound or unemployed/out of the work force were in the lowest two SES groups. Adolescents in the highest SES were four times more likely to be college-bound. Educational aspiration was a more accurate predictor of postsecondary status than occupational aspiration. Work-bound youths did not engage in higher levels of school-based work preparation than college-bound peers. Occupational aspirations of college-bound youth were relatively stable over the two-year period (from Grade 8 to 10), while those of noncollege-bound youths were more volatile. The prestige levels of occupational aspirations, for all youth, were relatively established by early adolescence and did not change significantly over time. 相似文献
20.
This paper presents the results of a survey designed to identify the needed competencies of both administrative and direct service personnel in directing and implementing postsecondary support programs for students with learning disabilities. Data were collected from a national sample of 299 practitioners. In addition to information about respondent characteristics, results include ratings for all items on the survey. Competency areas perceived as most desired by learning specialists were assessment skills, cognitive interventions, and instructional skills, while administrative personnel rated management/leadership skills as most desired. Implications for professional development activities are addressed. The need for strengthening linkages between secondary and postsecondary personnel to foster effective transition planning for students with learning disabilities is also explored. 相似文献