Inclusion of Students with Intellectual Disability in Higher Education

• Authors: Felicia L. Wilczenski , Aimee C. D’Avignon

Title variants

PL

WŁĄCZANIE UCZNIÓW Z NIEPEŁNOSPRAWNOŚCIĄ INTELEKTUALNĄ DO KSZTAŁCENIA USTAWICZNEGO

• Languages of publication: PL EN

Abstracts

PL

Uczniowie z niepełnosprawnością intelektualną coraz częściej zainteresowani są podjęciem nauki po ukończeniu szkoły średniej. Przejście ze szkoły średniej do policealnej to wyzwanie dla wszystkich uczniów, również tych z niepełnosprawnością intelektualną. Zadaniem pedagogów specjalnych jest pomoc uczniom z niepełnosprawnością w procesie przejścia z jednego środowiska edukacyjnego do drugiego. Artykuł przedstawia role pedagogów specjalnych w planowaniu procesu przejścia oraz proponuje strategie, które mogą przygotować uczniów z niepełnosprawnością intelektualną do włączenia do kształcenia ustawicznego.

EN

Students with intellectual disability (ID) are increasingly seeking higher education opportunities. High school to higher education transition presents challenges for all students, including students with ID. Special educators are uniquely positioned to assist students with ID navigate the transition process. This chapter recommends roles for special educators in transition planning and suggests strategies that can prepare students with ID for inclusion in higher education.

Keywords

PL

kształcenie ustawiczne; przejście; niepełnosprawność intelektualna

EN

higher education; transition; intellectual disability

• Publisher: Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
• Journal: Człowiek - Niepełnosprawność - Społeczeństwo
• Year: 2018
• Issue: 2(40)
• Pages: 5-14

Contributors

author

Felicia L. Wilczenski

• College of Education and Human Development, University of Massachusetts, 100 Morrissey Blvd., Boston, MA 02125

author

Aimee C. D’Avignon

• University of Massachusetts

References

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Identifiers

DOI

10.5604/01.3001.0012.7544