國立虎尾科技大學 |

Life after high school : = Experiences of adults with learning disabilities who participated in a work skills program in high school.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Life after high school :/
其他題名:	Experiences of adults with learning disabilities who participated in a work skills program in high school.
作者:	Olea, David Michael.
面頁冊數:	1 online resource (109 pages)
附註:	Source: Dissertation Abstracts International, Volume: 77-12(E), Section: A.
Contained By:	Dissertation Abstracts International77-12A(E).
標題:	Special education. -
電子資源:	click for full text (PQDT)
ISBN:	9781339920580

Life after high school : = Experiences of adults with learning disabilities who participated in a work skills program in high school.
Olea, David Michael.

Life after high school :Experiences of adults with learning disabilities who participated in a work skills program in high school. - 1 online resource (109 pages)

Source: Dissertation Abstracts International, Volume: 77-12(E), Section: A.

Thesis (Ed.D.)

Includes bibliographical references

This case study explores the life experiences of adults with learning disabilities who participated in a work skills program during high school and later transitioned into adult life post-secondary education. This empirical research analyzes the issues related to the transitional outcomes of eight adults who are learning disabled (LD) post-public education. This study was guided by the following question: How do young adults with learning disabilities experience post-secondary life after their participation in a work skills program in high school? Three themes emerged from the data: (a) Establishing Self-Concept, (b) Developing Vocational/Life Directions, and (c) Building Hope for the Future. The findings of this case study are interpreted in light of Super's Stages in Career Development theory. This particular cohort of learning disabled adults are faring well in regard to obtaining employment and developing career/life directions regardless of disabilities. All of the participants are thriving at their own pace towards a more independent life. The work skills program they participated in during high school had a direct positive influence on their transition into adult life post-secondary education. Findings reveal that, contrary to some research, these young adults are actively engaged in adult life with the determination to work, learn, and gain independence as they navigate the transition toward adulthood.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781339920580Subjects--Topical Terms:

567627
Special education.
Index Terms--Genre/Form:

554714
Electronic books.

Life after high school : = Experiences of adults with learning disabilities who participated in a work skills program in high school.
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504 $a Includes bibliographical references
520 $a This case study explores the life experiences of adults with learning disabilities who participated in a work skills program during high school and later transitioned into adult life post-secondary education. This empirical research analyzes the issues related to the transitional outcomes of eight adults who are learning disabled (LD) post-public education. This study was guided by the following question: How do young adults with learning disabilities experience post-secondary life after their participation in a work skills program in high school? Three themes emerged from the data: (a) Establishing Self-Concept, (b) Developing Vocational/Life Directions, and (c) Building Hope for the Future. The findings of this case study are interpreted in light of Super's Stages in Career Development theory. This particular cohort of learning disabled adults are faring well in regard to obtaining employment and developing career/life directions regardless of disabilities. All of the participants are thriving at their own pace towards a more independent life. The work skills program they participated in during high school had a direct positive influence on their transition into adult life post-secondary education. Findings reveal that, contrary to some research, these young adults are actively engaged in adult life with the determination to work, learn, and gain independence as they navigate the transition toward adulthood.
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