Steps to Successful Transition Through Self-Advocacy Towards Self-Determination
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This research paper looks at the subject of disabled students and the advocacy that goes into developing their self-determination within the education context. Analyzing modern education and its use of integration, the writer looks at resources provided by both public and private groups that are being uses. In addition to this study are the methodologies used to help promote individualism amongst the disadvantaged in society.
Steps to Curricular Development
Steps to Curricular Development
From the Paper:"The literature review which is to be undertaken hereafter will consider the increasingly evident value in focusing inclusive special education according to the will, desire and interests expressed by the student. Allowing self-determination and encouraging self-advocacy have the potential not only to enhance individual engagement in one's process of education, but also begin to instill in the student a capacity for independence that will be crucial to make a transition toward secondary or occupational education. If the primary impetus of inclusive education is to actually pursue its declaimed ambitions of helping special needs students make the leap to further education or a profession, this interest in easing the transition is essential. Indeed, there is a wide range of resources available to students completing their publicly availed education which are not sufficiently utilized by families, schools or communities and there is also empirical cause to believe that there is a social impetus for refining and better illuminating these resources.
"Accordingly, we find that "existing research is very persuasive on the need to improve transitions for young disabled people. It can also be used to provide clues as to the sorts of support and service configurations that need to be in place to ensure positive transitions." (Beresford, 585) This constitutes the primary impetus for the transition plan recommended here. By helping the student to actively identity his own needs, and to distill his own detectable skills, an educational institution and family can help to channel his abilities into a desirable and productive future avenue."
Sample of Sources Used:
- Beresford, B. (2004). On the Road to Nowhere? Young Disabled People and Transition. Child: Care, Health and Development, 30(6).
- Department of Education (DOE). (2007). Guide to the Individualized Education Program. United States Department of Education. Online at http://www.ed.gov/parents/needs/speced/iepguide/index.html.
- Katsiyannis, A.; deFur, S. & Conderman, G. (1998). Transition Services--Systems Change for Youth with Disabilities: A Review of State Practices. The Journal of Special Education, 32(2), 55-61.
- Mason, C.; Field, S. & Sawilowsky, S. (2004). Implementation of self-determination activities and student participation in IEPs. Council for Exceptional Children, 70(4), 441-451.
- Murray, C. & Pianta, R.C. (2007). The Importance of Teacher-Student Relationships for Adolescents with High Incidence Disabilities. Theory Into Practice, 46(2), 105-112.
Cite this Research Paper:
Steps to Successful Transition Through Self-Advocacy Towards Self-Determination (2011, December 05) Retrieved September 29, 2023, from https://www.academon.com/research-paper/steps-to-successful-transition-through-self-advocacy-towards-self-determination-149314/
"Steps to Successful Transition Through Self-Advocacy Towards Self-Determination" 05 December 2011. Web. 29 September. 2023. <https://www.academon.com/research-paper/steps-to-successful-transition-through-self-advocacy-towards-self-determination-149314/>