東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Analysis of evidence-based course of...

Feldman-Sparber, Carol.

FindBook

Google Book

Amazon

博客來

Analysis of evidence-based course of study predictors for improving the post-school outcomes of post-secondary education and employment for students with autism.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Analysis of evidence-based course of study predictors for improving the post-school outcomes of post-secondary education and employment for students with autism./
作者:	Feldman-Sparber, Carol.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2015,
面頁冊數:	142 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.
Contained By:	Dissertation Abstracts International76-11A(E).
標題:	Special education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3710160
ISBN:	9781321860146

Analysis of evidence-based course of study predictors for improving the post-school outcomes of post-secondary education and employment for students with autism.
Feldman-Sparber, Carol.

Analysis of evidence-based course of study predictors for improving the post-school outcomes of post-secondary education and employment for students with autism. - Ann Arbor : ProQuest Dissertations & Theses, 2015 - 142 p.

Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.

Thesis (Ph.D.)--Kent State University, 2015.

The purpose of this study was to conduct a secondary data analysis in order to examine the relationship of three evidence-based high school course of study predictors: (a) inclusion, (b) career and technical education, and (c) work-study experience, on the post-school outcomes for post-secondary education and employment, for a population of students with autism. Participants were selected from a sample of 5,919 students with disabilities in the state of Ohio. All students identified in the disability category of autism were included (N = 136).

ISBN: 9781321860146Subjects--Topical Terms:

516693
Special education.

Analysis of evidence-based course of study predictors for improving the post-school outcomes of post-secondary education and employment for students with autism.
LDR:02503nmm a2200313 4500 001 2128377
005 20180105074640.5
008 180830s2015 ||||||||||||||||| ||eng d
020 $a 9781321860146
035 $a (MiAaPQ)AAI3710160
035 $a AAI3710160
040 $a MiAaPQ $c MiAaPQ
100 1 $a Feldman-Sparber, Carol. $3 3290553
245 1 0 $a Analysis of evidence-based course of study predictors for improving the post-school outcomes of post-secondary education and employment for students with autism.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2015
300 $a 142 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.
500 $a Adviser: Lyle Barton.
502 $a Thesis (Ph.D.)--Kent State University, 2015.
520 $a The purpose of this study was to conduct a secondary data analysis in order to examine the relationship of three evidence-based high school course of study predictors: (a) inclusion, (b) career and technical education, and (c) work-study experience, on the post-school outcomes for post-secondary education and employment, for a population of students with autism. Participants were selected from a sample of 5,919 students with disabilities in the state of Ohio. All students identified in the disability category of autism were included (N = 136).
520 $a Results established three predictor variables for improving outcomes for post-secondary education and employment for students with autism. First, inclusion in the general education classes for at least 80% of the time was highly associated with post-school outcomes for post-secondary education. Second, academic proficiency, defined as passing all five of the Ohio graduation tests, was highly associated with post-school outcomes for post-secondary education. Finally, a work-study program was associated with positive employment outcomes.
520 $a Implications for transition planning include: use of evidence-based predictors to improve post-school goals; and post-school goals should reflect a course of study that improves the odds of meeting that goal. Predictors such as inclusion or work-study programs can positively contribute to better transition planning that can improve opportunities for post-secondary education and employment.
590 $a School code: 0101.
650 4 $a Special education. $3 516693
650 4 $a Vocational education. $3 539232
690 $a 0529
690 $a 0747
710 2 $a Kent State University. $b College and Graduate School of Education, Health and Human Services / School of Lifespan Development and Educational Sciences. $3 2106052
773 0 $t Dissertation Abstracts International $g 76-11A(E).
790 $a 0101
791 $a Ph.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3710160