Evidence-Based Transition Practices: Implications for Local and Global Curriculum

Evidence-Based Transition Practices: Implications for Local and Global Curriculum

James L. Soldner, Dimity Peter, Shahrzad Sajadi, Maria Paiewonsky
Copyright: © 2019 |Pages: 22
ISBN13: 9781522577034|ISBN10: 1522577033|EISBN13: 9781522577041
DOI: 10.4018/978-1-5225-7703-4.ch007
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MLA

Soldner, James L., et al. "Evidence-Based Transition Practices: Implications for Local and Global Curriculum." Global Perspectives on Inclusive Teacher Education, edited by Bethany M. Rice, IGI Global, 2019, pp. 98-119. https://doi.org/10.4018/978-1-5225-7703-4.ch007

APA

Soldner, J. L., Peter, D., Sajadi, S., & Paiewonsky, M. (2019). Evidence-Based Transition Practices: Implications for Local and Global Curriculum. In B. Rice (Ed.), Global Perspectives on Inclusive Teacher Education (pp. 98-119). IGI Global. https://doi.org/10.4018/978-1-5225-7703-4.ch007

Chicago

Soldner, James L., et al. "Evidence-Based Transition Practices: Implications for Local and Global Curriculum." In Global Perspectives on Inclusive Teacher Education, edited by Bethany M. Rice, 98-119. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-7703-4.ch007

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Abstract

Preparing youth to become active and independent citizens is a critical goal for all societies. However, youth with disabilities are less likely to achieve the same adult outcomes as their non-disabled peers. Although there is a growing body of research that has identified best practices regarding the facilitation of youth with disabilities from school to an inclusive adult life, many teachers do not have the requisite skills or knowledge to facilitate this process. This chapter explores best practices in transition education for teachers beyond the academic content, identifying eight key strategies that should inform teacher preparation programs. Using a case study from Iran, this chapter critically reflects on the relevance of these strategies in an international context, where inclusion and education of students with disabilities is an emerging field.

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