失聪或听障青少年针对性过渡规划模型

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH
Renée Punch, Jill Duncan
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引用次数: 6

摘要

从中学到毕业后的生活、教育和就业的过渡对失聪或听力障碍(DHH)的年轻人来说是很困难的。这些人的毕业后成绩,特别是在就业方面,继续落后于普通人群。这些学生在中学期间所经历的过渡教育、规划和实践对他们获得最佳的毕业后成果非常重要。本文回顾了最近有关DHH年轻人的毕业后过渡的文献,包括研究了具体的过渡实践和学生特征及其与积极的毕业后结果的关联。考虑到一般残疾学生,特别是DHH学生的循证最佳实践,作者提出了一个针对DHH青少年的有针对性的过渡计划和实践模型。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
A Model of Targeted Transition Planning for Adolescents who are Deaf or Hard of Hearing
ABSTRACT Transition from secondary school to postschool life, education, and employment can be difficult for young people who are deaf or hard of hearing (DHH). This population’s postschool outcomes, particularly in employment, continue to lag behind those of the general population. The transition education, planning, and practices that these students experience while at secondary school are important to their achievement of optimal postschool outcomes. This paper reviews recent literature relating to the postschool transition of young people who are DHH, including studies that have investigated specific transition practices and student characteristics and their associations with positive postschool outcomes. Taking into consideration evidence-based best practices for students with disability in general and students who are DHH in particular, the authors propose a model of targeted transition planning and practice for adolescents who are DHH.
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来源期刊
Deafness & Education International
Deafness & Education International EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.70
自引率
7.10%
发文量
14
期刊介绍: Deafness and Education International is a peer-reviewed journal published quarterly, in alliance with the British Association of Teachers of the Deaf (BATOD) and the Australian Association of Teachers of the Deaf (AATD). The journal provides a forum for teachers and other professionals involved with the education and development of deaf infants, children and young people, and readily welcomes relevant contributions from this area of expertise. Submissions may fall within the areas of linguistics, education, personal-social and cognitive developments of deaf children, spoken language, sign language, deaf culture and traditions, audiological issues, cochlear implants, educational technology, general child development.
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