for Youth With Disabilities: A Systematic Review
an article by Morgen Alwell (Appalachian State University) and Brian Cobb (Colorado State University) in Career Development for Exceptional Individuals Volume 32 Number 2 (2009)
Abstract
The relationship between functional or life skills curricula (the intervention) and transition-related outcomes for secondary-aged youth with disabilities is explored in this systematic review. A total of 50 studies intervening with 482 youth with (largely) disability labels of moderate to severe mental retardation were reviewed. The findings of this review provide tentative support for the efficacy of the use of functional or life skills curricular interventions across educational environments, disability types, ages, and gender in promoting positive transition-related outcomes. These findings are discussed in terms of characteristic features of the literature set and competing trends in secondary education. Selected studies in a number of specific curricular areas are recommended.
Monday, 10 August 2009
Sunday, 9 August 2009
Transition Planning/Coordinating Interventions for Youth with Disabilities ...
a systematic review
an article by R Brian Cobb (Colorado State University) and Morgen Alwell (University of Montana) in Career Development for Exceptional Individuals Volume 32 Number 2 (2009)
Abstract
The relationship between transition planning/coordinating interventions and transition outcomes for secondary-aged youth with disabilities was explored in this systematic review. A total of 31 studies intervening with 859 youth with a wide variety of disabilities were reviewed. Using the transition intervention framework of Kohler and Field (2003) the findings of this review support the efficacy of student-focused planning and student-development interventions in improving the transition-related outcomes for youth with disabilities. There were not an adequate number of studies meeting minimal standards of methodological adequacy to assess the efficacy of family involvement, collaborative service delivery, and programme structure interventions. Implications for practice are suggested as well as directions to the reader to locate more detailed descriptions of how several interventions associated with student-focused planning and some areas of student development might be acquired and implemented in secondary educational environments.
an article by R Brian Cobb (Colorado State University) and Morgen Alwell (University of Montana) in Career Development for Exceptional Individuals Volume 32 Number 2 (2009)
Abstract
The relationship between transition planning/coordinating interventions and transition outcomes for secondary-aged youth with disabilities was explored in this systematic review. A total of 31 studies intervening with 859 youth with a wide variety of disabilities were reviewed. Using the transition intervention framework of Kohler and Field (2003) the findings of this review support the efficacy of student-focused planning and student-development interventions in improving the transition-related outcomes for youth with disabilities. There were not an adequate number of studies meeting minimal standards of methodological adequacy to assess the efficacy of family involvement, collaborative service delivery, and programme structure interventions. Implications for practice are suggested as well as directions to the reader to locate more detailed descriptions of how several interventions associated with student-focused planning and some areas of student development might be acquired and implemented in secondary educational environments.
Saturday, 8 August 2009
Companies to stay outside Freedom of Information régime
via OUT-LAW News
Companies that carry out functions of a public nature will not have to handle Freedom of Information requests, the Ministry of Justice announced yesterday. Proposals to extend the régime to the private sector will not progress at this time.
Read the full article
Hazel’s comment:
Does anyone know where this decision leaves providers of careers guidance services to young people in England? It seems to me, but I’m no expert, that some services will be fully covered by the FoIA (those directly provided by local authorities), some may be brought under the umbrella in the future (services contracted to a private company) and some may never have to consider providing information under this law (charities).
Companies that carry out functions of a public nature will not have to handle Freedom of Information requests, the Ministry of Justice announced yesterday. Proposals to extend the régime to the private sector will not progress at this time.
Read the full article
Hazel’s comment:
Does anyone know where this decision leaves providers of careers guidance services to young people in England? It seems to me, but I’m no expert, that some services will be fully covered by the FoIA (those directly provided by local authorities), some may be brought under the umbrella in the future (services contracted to a private company) and some may never have to consider providing information under this law (charities).
Friday, 7 August 2009
In Brief: Every child matters?
an article by Sandra McNally in CentrePiece - The Magazine for Economic Performance CP285 (June 2009)
Sandra McNally and colleagues provide the first comprehensive evaluation of 'special educational needs' programmes.
Full article: http://cep.lse.ac.uk/pubs/download/cp285.pdf
This article summarises Every Child Matters? An Evaluation of Special Educational Needs Programmes in England by Francois Keslair, Eric Maurin and Sandra McNally, a forthcoming CEE Discussion Paper.
College merger proposed in Derbyshire
South East Derbyshire College and Derby College proposed merger – documents available to read and download:
Statutory Proposal
Consultation document
Consulation response proforma
Consultation covering letter
Consultation newspaper/press notice
Source: LSC Web alerts
Statutory Proposal
Consultation document
Consulation response proforma
Consultation covering letter
Consultation newspaper/press notice
Source: LSC Web alerts
For the student in your life
The International Student Identity Card provides access to discounts, and discounts, and discounts! Also special offers and a newsletter.
http://www.isiccard.com/
Thanks to Internet Resources News (cheers Roddy and crew)
http://www.isiccard.com/
Thanks to Internet Resources News (cheers Roddy and crew)
Thursday, 6 August 2009
The impact of technological mobility on workers’ careers
an article by Sumati Srinivas in Career Development International Volume 14 Issue 2 (2009)
Abstract
Purpose
The aim of this article is to define a new kind of labour mobility called technological mobility, defined here as the different levels of technological change experienced by workers as they change jobs over the course of their career. Technological mobility is viewed as a form of career mobility, and it is hypothesised that moving to jobs in higher-tech industries might prove beneficial to workers’ careers irrespective of the level of education or other measures of ability. Factors that determine upward or downward technological mobility are also investigated.
Design/methodology/approach
This hypothesis is tested using data from the NLSY79, a nationally representative survey of the United States, between the years 1988 and 2000. Determinants of upward and downward technological mobility are modeled using industry-level data on technological mobility. Technological mobility is also regressed against wages to measure its impact on careers.
Findings
Gender, education and local economic conditions are found to have a significant effect on technological mobility, but the effect varies depending on the way technological intensity is measured. The results also demonstrate that workers who move to high-tech industries are indeed rewarded with higher wages, even after controlling for education levels and other known factors.
Originality/value
Technological mobility as defined here is an original concept. It is shown to be an important component of overall career mobility. The article also provides an analysis of workers who are able to make the transition into higher-tech jobs, which is a valuable addition to the research on technological change.
Abstract
Purpose
The aim of this article is to define a new kind of labour mobility called technological mobility, defined here as the different levels of technological change experienced by workers as they change jobs over the course of their career. Technological mobility is viewed as a form of career mobility, and it is hypothesised that moving to jobs in higher-tech industries might prove beneficial to workers’ careers irrespective of the level of education or other measures of ability. Factors that determine upward or downward technological mobility are also investigated.
Design/methodology/approach
This hypothesis is tested using data from the NLSY79, a nationally representative survey of the United States, between the years 1988 and 2000. Determinants of upward and downward technological mobility are modeled using industry-level data on technological mobility. Technological mobility is also regressed against wages to measure its impact on careers.
Findings
Gender, education and local economic conditions are found to have a significant effect on technological mobility, but the effect varies depending on the way technological intensity is measured. The results also demonstrate that workers who move to high-tech industries are indeed rewarded with higher wages, even after controlling for education levels and other known factors.
Originality/value
Technological mobility as defined here is an original concept. It is shown to be an important component of overall career mobility. The article also provides an analysis of workers who are able to make the transition into higher-tech jobs, which is a valuable addition to the research on technological change.
Subscribe to:
Posts (Atom)
