By the time most students with disabilities are accepted into a postsecondary institution, they are likely to have a transition plan and-or to be receiving transition services, which may include evaluations and services provided by the state VR agency. High school personnel can help a student with disabilities to identify and address the specific documentation requirements of the postsecondary institution that the student will be attending. This may include assisting the student to identify existing documentation in her or his education records that would satisfy the institution’s criteria, such as evaluation reports and the summary of the student’s academic achievement and functional performance. School personnel should be aware that institutions of postsecondary education typically do not accept brief conclusory statements for which no supporting evidence is offered as sufficient documentation of a disability and the need for an academic adjustment. School personnel should also be aware that some colleges may delay or deny services if the diagnosis or the documentation is unclear.
10. What can high school personnel, such as school psychologists and counselors, transition specialists, special education staff and others, do to assist students with disabilities with documentation requirements?
Acquire computer skills. Because postsecondary students use computers to complete a multitude of tasks, from registering for classes to accessing course material and obtaining grades, it is essential that students learn to use computers if they are to be prepared for postsecondary education. Ideally, students with disabilities need to start using computers as early as possible in school to increase their familiarity with, and their comfort level in using, computers. Students with visual impairments, hearing impairments, learning disabilities or mobility impairments may have problems with inputting data or reading a computer monitor. Assistive technology can help certain students with disabilities use computers and access information.
Consider supplemental postsecondary education preparatory programs. A variety of institutions of postsecondary education have summer programs in which students can participate while they are still in high school, or after graduation, to ease their transition to postsecondary education. These programs often expose students to experiences that they are likely to encounter in postsecondary education, such as living in dorms, relating to other students and eating in dining halls. The programs may also focus on instruction in certain subject areas, such as math or English, or in certain skills, such as computer, writing or study skills, that can prepare a student to be successful in postsecondary education. High school educators can assist students with disabilities by identifying such program opportunities in their area of residence.
Learn time management skills. Although a primary role of high school educators is to provide monitoring, direction and guidance to students as they approach the end of their high school career, staff also need to prepare students to act independently and to manage their own time with little to no supervision. High school educators can assist students by identifying resources that will help them learn time management and scheduling skills.
Thinking about post-secondary education? Whether you are a parent or an individual with an autism spectrum disorder, you probably have a lot of questions. How does the application process work? What sort of educational program is right for me? What type of supports and services can I expect at college? The article is meant to be a first step for individuals with autism spectrum disorders and parents interested in post-secondary options. This article was not written to provide answers, but to highlight questions that are important to ask yourself, and your son or daughter to begin the exploration process of post-secondary education.
Colleges are also a type of post-secondary education. Liberal arts programs might include studies in , , , , , , , and . Performing arts schools provide students with the opportunity to learn and develop skills to use in the field of music performance and dance. Visual arts schools sometimes have programs in film, , and art. Finally, vocational schools offer students the opportunity to learn skills and theory through practical learning experiences. Vocational schools provide students with the training needed for a specific trade.
Private economic benefits are those benefits that have economic, fiscal, or labor market effects on the individuals who have attended postsecondary education.
The overall employment is projected to grow about 20 percents by the year 2005, to 147 million workers and an astounding 39 percents of these new jobs will require a secondary education degree (Farr, 184.) Research shows that individuals who have gone to a postsecondary education are employed at higher rates and with greatere consistency.
Another reason for pursuing secondary education is that it pays off in labor market; in both lifetime and average annual income terms, individuals earn more as a results of their higher levels of education.
First, for this type of research paper the goals of the curriculum need to be established; this part of the process is most often done with the insight of other professionals and extensive outside research before the development of . Once the broad-based goals are established, the objectives are then created. These are much more specific, and provide detailed measurements of what students will be able to do after successfully completing the curriculum. These objectives then lend themselves to instructional strategies. This element often results in the greatest freedom for instructors, as they can use a wide variety of pedagogical strategies to help students meet the predefined objectives and goals. Assessments follow these strategies, designed to measure the various components outlined in the aforementioned objectives with a goal of of education.
The projection that that there are 1.32 million college graduates will enter the work force in the next decade (Kulman, 86.) This will result in others, without a postsecondary education, being bumped out of jobs.
One way to develop curriculum is through instructional changes. Although instructional changes are not viewed as the central means to bring about curriculum development for more sensitive cultural education, there are a host of instructional methods that have been employed to advance development. For example: