Search results for ‘Subject term:"learning disabilities"’ Sort:
Results 1 - 3 of 3
Self-advocacy skills for students with learning disabilities: making it happen in college and beyond
- Author:
- REIFF Henry B.
- Publisher:
- Dude
- Publication year:
- 2007
- Pagination:
- 215p., bibliog.
- Place of publication:
- New York
This book provides practical advice for students with learning disabilities who want to attend college. It presents straightforward and easy to understand strategies to develop self advocacy skills. Self advocacy is said to begin with recognition of difference, from that comes acceptance and a sense of how to work with one's strengths and weaknesses. The book covers all aspects of studying at college, from transition planning and the application process, to developing study skills and obtaining work after graduation.
Promoting self-determination and self-directed employment planning for young women with disabilities
- Authors:
- WEHMEYER Michael L., et al
- Journal article citation:
- Journal of Social Work in Disability and Rehabilitation, 8(3-4), July 2009, pp.117-131.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Important factors in vocational rehabilitation are self-determination, choice, and preference, which have long been staples of social work practice. This article describes a model, the self-determined career development model, which is designed to enable people with disabilities to self-direct planning that leads to employment. Specifically, this model is applied to young women with intellectual and developmental disabilities to obtain non-traditional employment through self-regulated, customised employment planning. This article examines issues pertaining to self-determination in the context of vocational guidance and planning. Introducing the model and its use in secondary education and rehabilitation, the article outlines how the model consists of eight steps, each phrased as a question that must be answered in order to plan successfully – what are my interests or passions that might lead me to a job or career that I enjoy? What do I know about the job/career I am interested in now? What are some job opportunities that I can explore? What is my roadmap to explore potential jobs? What is my employment niche or college goal? What customised employment options will get me where I want to be? What supports are available? What is my action plan to achieve my goals? The article concludes with a discussion of the role of social workers in supporting consumer control and self-direction.
What kind of a future? Workshops for young people at the transition to adulthood
- Authors:
- DAVIES Jill, BURKE Christine
- Journal article citation:
- Llais, 95, Spring 2010, pp.10-12.
- Publisher:
- Learning Disability Wales
A previous article described a project run by the Foundation for People with Learning Disabilities called “What kind of a future?” which addressed innovative approaches to transition. The second phase of the project is described here. This involved a series of workshops for young people and their families, held in Cardiff, Derby and the London Borough of Newham. This article focuses on the workshops held in Cardiff which were attended by 7 young people with learning disabilities aged between 14 and 27 years and members of their family. A total of four workshops were held in each region. The first explored person centred planning. In Cardiff the other workshops focused on work and supported employment, self-advocacy and financial support, and health and housing. In all the workshops local professionals were invited to talk about their organisations and self-advocates shared their experiences, thus helping families to make links at a local level. The results of questionnaires used at the start and end of the workshops indicated that there was a small increase in the number of activities and social contacts by the participants. There was also an increase in the number of professionals involved in their lives. Feedback from families indicated that they had a greater awareness of local services and their aspirations around their child entering the workplace had increased. The authors conclude that this model was far more useful than just the use of written information with no follow-up.