Career Development and Transition for Exceptional Individuals ( IF 2.764 ) Pub Date : 2020-01-29 , DOI: 10.1177/2165143419900952 Allison Lombardi 1 , Graham Rifenbark 1 , Emily Tarconish 1 , Daniel Volk 1 , Jessica Monahan 1 , Andrew Buck 2 , Margo Izzo 2 , Alexa Murray 2
In this study, students with and without disabilities (n = 816) in general and special education settings in Grades 9 through 12 were participants in a quasi-experimental design to examine the main effects of an online curriculum intervention with transition-related content on career readiness. Setting and teacher characteristics were examined for moderating effects. Results showed a main effect across settings (general and special education, self-contained, resource rooms) as well as differentiating effects based on teacher fidelity and the number of lessons taught. Implications are discussed with regard to the need for further examination of these contextual factors in high schools so all students, with and without disabilities, are provided career readiness opportunities.
中文翻译:
在线过渡课程对职业准备的主要作用和调节作用
在这项研究中,在9至12年级的普通和特殊教育环境中,有和没有残疾的学生(n = 816)都是准实验设计的参与者,研究了与过渡相关的在线课程干预对职业的主要影响准备就绪。检查环境和教师的特征以减轻影响。结果显示,在各种环境(通识教育和特殊教育,自给自足,资源室)中产生了主要影响,并且根据教师的忠诚度和所教课程的数量产生了不同的影响。讨论了有关在高中进一步检查这些情境因素的必要性,以便为所有有或没有残疾的学生提供职业准备机会。