Обучение подростков с легкой и средней степенью инвалидности навыкам самоопределения

Обучение подростков с легкой и средней степенью инвалидности навыкам самоопределения

Автор: Бэтлз Дон, Пирсон Мелинда Р.

Журнал: Поволжский педагогический поиск @journal-ppp-ulspu

Рубрика: Институты сопровождения и наставничества

Статья в выпуске: 3 (29), 2019 года.

Бесплатный доступ

Чрезвычайно важно обучать навыкам самоопределения всех учащихся, но особенно важно, чтобы эти навыки осваивали подростки и, тем более, дети-инвалиды, поскольку именно в этом возрасте и прежде всего у таких учащихся повышается значимость самозащиты, коммуникативных навыков и самоэффективности. Основное внимание в статье уделено аспектам самоопределения.Представлен обзор исследований,посвященных ценности и роли образовательных мероприятий, специально предназначенных для развития у подростков навыков самоопределения. Особое внимание авторов приковано к условиям инклюзии, когда дети с отклонениями в здоровье обучаются в общеобразовательных школах и осваивают навыки самоопределения под руководством учителей таких школ. Установлена высокая степень доказанности прямой связи между освоением выпускниками общеобразовательных школ (инвалидами - в том числе) навыков самоопределения, с одной стороны, и успехами в учебе и во взрослой жизни, с другой.

Еще

Самоопределение, детская инвалидность, подростковый возраст инклюзия, специальное образование

Короткий адрес: https://sciup.org/142223244

IDR: 142223244   |   DOI: 10.33065/2307-1052-2019-3-29-19-28

Список литературы Обучение подростков с легкой и средней степенью инвалидности навыкам самоопределения

  • Algozzine B., Browder D., Karvonen M., Test D. W., Wood W. M. Effects of interventions to promote self determination for individuals with disabilities. // Review of Educational Research. 2001. № 71. P. 219 - 277.
  • Bronfenbrenner U. Making human beings human: Bioecological perspectives on human development. Thousand Oaks, CA: SAGE: 2005.
  • Brown I., Hatton C., Emerson E. Quality of life indicators for Individuals with intellectual disabilities: Extending current practice. // Intellectual & Developmental Disabilities. 2013. № 51. P. 316 - 332. DOI: 10.1352/1934-9556-51.5.316
  • Cameron C. Youth with disabilities in transition from school to work or postsecondary education and training: A review of the literature in the United States and the United Kingdom. Toronto, Canada: Institute for Research and Development on Inclusion and Society, 2012.
  • Carter E., Kennedy C. Promoting access to the general curriculum using peer support strategies. // Research and Practice for Persons with Severe Disabilities. 2006. № 31. P. 284 - 292.
  • Carter E., Lane K. L., Pierson M. R., Stang K. K. Promoting self determination for transitioned aged youth: Views of high school general and special educators. // Exceptional Children. 2008. № 75. P. 55 - 70.
  • Cumming T. M., Smedley E. N. Life span transitions for a student with LD: mother daughter perspectives. // Intervention in School and Clinic. 2017. № 52(3). P. 176-181. doi: 10.177/1053451216644826
  • Deci E. L. Why we do what we do: Understanding self-motivation. New York: Penguin Books, 1995.
  • Eisenman L. T. Self-determination interventions: Building a foundation for school completion. // Remedial and Special Education. 2007. № 28. P. 2 - 8.
  • Emerson E. Poverty and people with intellectual disabilities. // Mental Retardation and Development Disabilities Research Reviews. 2017. № 13. P. 107 - 113.
  • DOI: 10.1002/mrdd.20144
  • Field S., Hoffman A. Preparing youth to exercise self-determination: Quality indicators of school environments that promote the acquisition of knowledge, skills, and beliefs related to self-determination. // Journal of Disability Policy Studies. 2002. № 13. P. 113 - 118.
  • Field S. S., Martin J. E., Miller R. J., Ward M., Wehmeyer M. L. Selfdetermination for persons with disabilities: A position statement of the Division on Career Development and Transition. // Career Development for Exceptional Individuals. 1998. № 21. P. 113 - 112.
  • Field S., Sarver M. D., Shaw S. F. Self determination: A key to success in postsecondary education for students with learning disabilities. // Remedial and Special Education. 2003. № 24. P. 339 - 349.
  • Forlin C., Kuen-Fung sin K., Maclean R. Transition for a student with special educational needs from primary to secondary school in Hong Kong. // Australasian Journal of Special education. 2013. № 37. P. 49 - 63.
  • DOI: 10.1017/jse.2013.0
  • Fujiura G. T., Yamaki K. Trends in demography of childhood poverty and disability. // Exceptional Children. 2000. № 66. P. 187 - 199.
  • Grigal M., Neubert D. A., Moon M. S., Graham S. Self-determination for students with disabilities: Views of parents and teachers. // Exceptional Children. 2003. № 70. P. 97 - 112.
  • Halloran W. D. Transitions services requirement: Issues, implications, challenges. In R. C. Eaves & P. J. McLaughlin (Eds.) Recent advances in special education and rehabilitation. Boston: Andover Medical Publishers, 1993. P. 210 - 224.
  • Hanewald R. Transition between primary and secondary school: Why it is important and how it can be supported. // Australian Journal of Teacher Education. 2013. № 38(1). P. 62 - 74.
  • Hidi S., Harackiewicz J. M. Motivating the academically unmotivated: A critical issue for the 21st century. // Review of Educational Research. 2000. № 70. P. 151-179.
  • Kalyanpur M., Harry B. Culture in special education: Building reciprocal familyprofessional relationships. Baltimore: Brookes, 1999.
  • King-Sears M. E. Three steps for gaining access to the general education curriculum for learners with disabilities. // Intervention in School and Clinic. 2001. № 37. P. 67-76.
  • Kohler P. D. Best practices in transition: Substantiated or implied? // Career Development for Exceptional Individuals. 1993. № 16. P. 107 - 121.
  • Konrad M., Fowler C. H., Walker A. R., Test D. W., Wood W. M. (2007). Effects of self determination interventions on the academic skills of students with learning disabilities. // Learning Disabilities Quarterly. 2007. № 30. P. 89 -113.
  • DOI: 10.2307/30035545
  • Landmark L. J., Song Ju S., Dalun Zhang D. Substantiated best practices in transition: Fifteen plus years later. // Career Development for Exceptional Individuals. 2010. № 33. P. 165 - 176.
  • Lane K. L., Carter E. W. Supporting transition age youth with and at risk for emotional and behavioral disorders at the secondary level: A need for further inquiry. // Journal of Emotional and Behavioral Disabilities. 2006. № 14. P. 66 - 70.
  • Luckner J. L., Sebald A. M. Promoting self-determination who are deaf or hard of hearing. // American Annals of the Deaf. 2013. № 158. P. 377 - 386.
  • DOI: 10.1353/aad.2013.0024
  • Luft P. Transition services for DHH adolescents and young adults with disabilities: Challenges and theoretical frameworks. // American Annals of the Deaf. 2015. № 160. P. 395 - 414.
  • DOI: 10.1353/aad.2015.0028
  • Martin J. E., Van Dycke J., Christense W. R., Greene B. A., Gardner J. E., Lovett D. L. Increasing student participation in IEP Meetings: Establishing the self-directed IEP as an evidenced-based practice. // Exceptional Children. 2006. № 72. P. 299 - 316.
  • Mason C., Field S., Sawilowsky S. Implementation of self-determination activities and student participation in IEP's. // Exceptional Children. 2004. № 70(4). P. 441 - 451.
  • McIntyre L., Blacher J., Baker B. The transition to school: Adaptation in young children with and without intellectual disability. // Journal of Intellectual Disability Research. 2006. № 50(5). P. 349 - 361.
  • Nota L., Ferrari L., Soresi S., Wehmeyer M. L. Self- determination, social abilities, and the quality of life of people with intellectual disabilities. // Journal of Intellectual Disability Research. 2007. № 51. P. 850 - 865.
  • Parish S. L., Rose R. A., Andrew M. E. TANF's impact on low-income mothers raising children with disabilities. // Exceptional Children. 2010. № 76. P. 234 - 253.
  • Prater M. A., Smith Redman A., Anderson D., Gibb S. Teaching adolescent students with learning disabilities to self-advocate for accommodations. // Intervention in School and Clinic. 2014. № 49(5). P. 298 - 305.
  • DOI: 10.1177/1053451213513958
  • Reeve J. Motivating others: Nurturing inner motivational resources. Needham Heights, MA: Allyn & Bacon, 1996.
  • Rowe D.A., Mazzotti V.L., Sinclair J. Strategies for teaching self-determination skills in conjunction with the Common Core. // Intervention in School and Clinic. 2014. № 50. P. 131 - 141.
  • Ryndak D. L., Taub D., Jorgensen C. M., Gonsier-Gerdin J., Arndt K., Sauer J., Rupper A., Morningstar M., Allcock H. Policy and the impact on placement, involvement, and progress in general education: Critical issues that require rectification. // Research & Practice for Persons with Severe Disabilities. 2014. № 39. P. 65 - 74.
  • DOI: 10.1177/1540796914533942
  • Sansone C., Morgan C. Intrinsic motivation and education: Competence in context. // Motivation and Emotion. 1992. № 16. P. 249 - 278.
  • Schalock R. L. Reconsidering the conceptualization and measurement of quality of life. In R. L. Schalock (EDS.). Quality of life: Conceptualization and measurement. Washington, DC: American Association on Mental Retardation. 1996. Vol. 1. P. 123 - 139.
  • Shogren K. A., Villarreal M. G., Dowsett C., Little T. D. Exploring student, family, and school predictors of self- determination using NLTS2 data. // Career Development and Transition for Exceptional Individuals. 2014. № 39(1). P. 23 - 33.
  • DOI: 10.1177/2165143414546685
  • Stang K. K., Carter E. W., Lane K. L., Pierson M. R. Perspectives of general and special educators on fostering self-determination in elementary and middle schools. // Journal of Special Education. 2009. № 43. P. 94 - 106.
  • Test D. W., Mason C., Hughes C., Konrad M., Neale M., Wood W. M. Student involvement in individualized education program meetings. // Exceptional Children. 2004. № 70. P. 391 - 412.
  • Trainor A. Self-determination perceptions and behaviors of diverse students with LD during the transition planning process. // Journal of Learning Disabilities. 2005. № 38. P. 233 - 249.
  • Turnbull A., Turnbull H. R. Self-determination within a culturally responsive family systems perspective: Balancing the family mobile. In L. Powers, G. Singer, & J. Sowers (Eds.), On the road to autonomy: Promoting self-confidence in children and youth with disabilities. Baltimore: Brookes, 1996. P. 195 - 220.
  • Wehmeyer M. L., Abery B. H. Self-determination and choice. // Intellectual & Developmental Disabilities. 2013. № 51. P. 399-411.
  • DOI: 10.1352/1934-9556-51.5.399
  • Wehmeyer M. L., Abery B. H., Zhang D., Ward K., Willis D., Hossain W. A., Walker H. M. Personal self-determination and moderating variables that impact efforts to promote self-determination. // Exceptionality. 2011. № 19. P. 19 - 30.
  • DOI: 10.1080/09362835.2011.537220
  • Wehmeyer M. L., Field S. Self-determination: Instructional and assessment strategies. Thousand Oaks, CA: Corwin Press, 2007.
  • Wehmeyer M. L., Lawrence M., Garner N., Soukup J. H., Palmer S. Whose future is it anyway? A student directed transition planning process (2nd ed.). Lawrence, KS: Beach Center on Disability, 2004.
  • Wehmeyer M. L., Schwartz M. The self-determination focus of transition goals for students with mental retardation. // Career Development for Exceptional Individuals. 1998. № 21. P. 75 - 86.
  • Williams-Diehm K., Wehmeyer M. L., Palmer S., Soukup J. H., Garner N. Self-determination and student involvement in transition planning: A multivariate analysis. // Journal on Developmental Disabilities. 2008. № 14. P. 23 - 36.
Еще
Статья научная
SciUp 2024 © 2024 ©