scholarly journals I’ve Got My Crew: Inviting Community Partners to Your IEP Meeting

2020 ◽  
Vol 17 (12) ◽  
Author(s):  
Morgan Rao ◽  
Laura Golden ◽  
Marsha Langer Ellison
Keyword(s):  
High School ◽  
High School Students ◽  
Individualized Education Program ◽  
Special Education Services ◽  
Community Partner ◽  
School Students ◽  
Community Partners ◽  
Education Services ◽  
Iep Meeting ◽  
Or Organization

A community partner is a person from an organization outside of a student's high school that can help students plan for life after graduation. A community partner should be a person or organization that can help high school students receiving special education services with their post-high school goals. This tip sheet provides high school students with tips on how to identify community partners, how they can help students, and how to students can include them in the student's Individualized Education Program (IEP) meetings.

scholarly journals Making Informed Decisions: EXPLORE Engineering Design ProgramÌ}ƒ

2017 ◽  
Author(s):  
Holly Algra ◽  
Libby Osgood ◽  
Amanda MacLean ◽  
Clifton Johnston
Keyword(s):  
High School ◽  
High School Students ◽  
Engineering Design ◽  
Informed Decision ◽  
First Year ◽  
Community Partner ◽  
School Students ◽  
Essential Components ◽  
Specific Discipline ◽  
Visualization Techniques

 Decisions must be made at the age of 16 and 17 that can have long-lasting effects. High school students are asked to select a specific degree, a university, and sometimes even a specific discipline with very little basis for making the decision. The EXPLORE program was piloted at Dalhousie University in the Summer of 2014 and 2015 to help girls in high school make an informed decision about whether or not to pursue an engineering degree. 10 students signed up each summer to EXPLORE engineering design in a compressed 2-week schedule where they participated in 3 short design projects, culminating in a major project for a client from the community. The girls developed documentation, presentation, leadership, and teamwork skills. They learned CAD software, practiced 3-D printing, and were exposed to robotic programming. They built and tested a design for a community partner and defended the design to a room of people. The students were introduced to visualization techniques, the engineering design process, log books, and other essential components that they would only otherwise encounter during their first year in an engineering program. This paper will document the elements of the course that help the girls make an informed decision about whether or not to pursue engineering from two perspectives: the instructors' and the student's.

scholarly journals STUDY ON THE INVOLVEMENT OF THE UNIVERSITY IN TRAINING AND LIFELONG LEARNING OF THE HIGH SCHOOL’S GRADUATES

10.26458/1837 ◽  
2018 ◽  
Vol 18 (3) ◽  
pp. 97-106
Author(s):  
Iulia PARVU ◽  
Iulia GRECU ◽  
Paula-Cornelia MITRAN ◽  
Gheorghe GRECU
Keyword(s):  
Higher Education ◽  
High School ◽  
High Pressure ◽  
High School Students ◽  
Vertical Integration ◽  
Higher Education Institutions ◽  
Business Environment ◽  
School Students ◽  
Education Services ◽  
The University

The nowadays continuously expansion of the market for higher education services puts a high pressure on the management of such institutions. Universities are trying to keep their position on the market by applying theories and practices that have traditionally been used by the business environment. This paper proposes to adapt such a practice to higher education institutions. This is the strategy of backward vertical integration. We understand this by highlighting the possibilities that higher education institutions have to take over some of the activities carried out in high schools. Starting from the experience of a project to whose implementation the authors participated, the paper describes how the counseling and vocational guidance activities addressed to high school students can be carried out by the higher education institutions.

Engaging Students and Parents in Transition-Focused Individualized Education Programs

2016 ◽  
Vol 52 (4) ◽  
pp. 228-235 ◽  
Author(s):  
Wendy Cavendish ◽  
David J. Connor ◽  
Eva Rediker
Keyword(s):  
High School Students ◽  
Transition Planning ◽  
Individualized Education Program ◽  
Individualized Education ◽  
School Students ◽  
Iep Meeting ◽  
Meaningful Involvement ◽  
Iep Meetings ◽  
Education Act ◽  
Compliance With The Law

The reauthorizations of the Individuals With Disabilities Education Act emphasize that students and parents are to be considered equal partners in the individualized education program (IEP) process. This article addresses how to move from compliance with the law to facilitating meaningful involvement of high school students and their parents in IEP and transition planning. This article offers recommendations of an effective way to facilitate student-led IEP meetings. These three phases of IEP can support teachers’ roles in facilitating student and parent involvement in student-led IEP meetings. This article provides a model of how best practices in pre-IEP, IEP, and post-IEP meeting protocols can be implemented and outlines practices for developing reciprocal relationships with students and parents to facilitate meaningful involvement in educational planning.

Articulatory Intervention for the Visually Impaired

1979 ◽  
Vol 10 (3) ◽  
pp. 139-144
Author(s):  
Cheri L. Florance ◽  
Judith O’Keefe
Keyword(s):  
High School ◽  
High School Students ◽  
Behavior Change ◽  
Visually Impaired ◽  
School Students ◽  
Handicapped Children ◽  
Paired Stimuli ◽  
Visually Handicapped ◽  
Parent Program

A modification of the Paired-Stimuli Parent Program (Florance, 1977) was adapted for the treatment of articulatory errors of visually handicapped children. Blind high school students served as clinical aides. A discussion of treatment methodology, and the results of administrating the program to 32 children, including a two-year follow-up evaluation to measure permanence of behavior change, is presented.

A Triarchic Analysis of an Aptitude-Treatment Interaction

1999 ◽  
Vol 15 (1) ◽  
pp. 3-13 ◽  
Author(s):  
Robert J. Sternberg ◽  
Elena L. Grigorenko ◽  
Michel Ferrari ◽  
Pamela Clinkenbeard
Keyword(s):  
High School ◽  
High School Students ◽  
Introductory Psychology ◽  
College Level ◽  
School Students ◽  
Treatment Interaction ◽  
Aptitude Treatment Interaction ◽  
Psychology Course

Summary: This article describes a triarchic analysis of an aptitude-treatment interaction in a college-level introductory-psychology course given to selected high-school students. Of the 326 total participants, 199 were selected to be high in analytical, creative, or practical abilities, or in all three abilities, or in none of the three abilities. The selected students were placed in a course that either well matched or did not match their pattern of analytical, creative, and practical abilities. All students were assessed for memory, analytical, creative, and practical achievement. The data showed an aptitude-treatment interaction between students' varied ability patterns and the match or mismatch of these abilities to the different instructional groups.

Identity Exploration and Commitment of Albanian Youth as a Function of Social Opportunity Structure

2006 ◽  
Vol 11 (4) ◽  
pp. 268-276 ◽  
Author(s):  
Aida Orgocka ◽  
Jasna Jovanovic
Keyword(s):  
High School ◽  
High School Students ◽  
Identity Development ◽  
Youth Development ◽  
Female Students ◽  
Male Students ◽  
Opportunity Structure ◽  
School Students ◽  
Identity Exploration

This study examined how social opportunity structure influences identity exploration and commitment of Albanian high school students. A total of 258 students completed a questionnaire that gauged their identity exploration and commitment in three domains: education, occupation, and family. ANOVA results indicated that, overall, students scored highest in exploration in the domain of education and in commitment in the domain of family. Students' exploration and commitment were linked to gender. Albanian female students scored higher than male students in exploration and commitment regarding education and family. Perceived work opportunities in Albania or abroad also significantly moderated participants' exploration in the domain of education and were associated with commitment in education and occupation. As one of the first studies to explore Albanian youth's identity development in relation to social opportunity structure, findings are discussed in light of furthering the field of Albanian adolescent and youth development.

Mobilizing for Some

2016 ◽  
Vol 28 (3) ◽  
pp. 123-135 ◽  
Author(s):  
Raffael Heiss ◽  
Jörg Matthes
Keyword(s):  
High School ◽  
Social Media ◽  
High School Students ◽  
Experimental Design ◽  
Collective Efficacy ◽  
Political Efficacy ◽  
Negative Effects ◽  
School Students ◽  
Positive Effects ◽  
Specific Factors

Abstract. This study investigated the effects of politicians’ nonparticipatory and participatory Facebook posts on young people’s political efficacy – a key determinant of political participation. We employed an experimental design, using a sample of N = 125 high school students (15–20 years). Participants either saw a Facebook profile with no posts (control condition), nonparticipatory posts, or participatory posts. While nonparticipatory posts did not affect participants’ political efficacy, participatory posts exerted distinct effects. For those high in trait evaluations of the politician presented in the stimulus material or low in political cynicism, we found significant positive effects on external and collective efficacy. By contrast, for those low in trait evaluations or high in cynicism, we found significant negative effects on external and collective efficacy. We did not find any effects on internal efficacy. The importance of content-specific factors and individual predispositions in assessing the influence of social media use on participation is discussed.

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