Employing a social justice framework to promote postsecondary transition for students with intellectual disability

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Permanent URL for this page: http://hdl.voced.edu.au/10707/443489.

Author: Cook, Amy L.

Abstract:

Transition from high school to postsecondary education (PSE) and employment can be challenging for all youth, and particularly for youth with intellectual disability (ID). Promoting equity and access to PSE for students with ID is a social justice mandate, and high school counselors are uniquely positioned to assist youth with ID in accessing appropriate PSE options. This article describes how high school counselors can effectively support the postsecondary transition needs of students with ID through applying a framework of advocacy and social justice, using the Multicultural and Social...  [+] Show more

Subjects: Youth; Disability; Participation; Equity; Providers of education and training

Keywords: Transition from education and training to employment; Transition from secondary to further education and training; Entry into working life; Youth transitions; Social justice; Career counsellor; Secondary school

Geographic subjects: United States; North America

Published: Dordrecht, Netherlands: Springer, 2017

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Journal volume: 17

Journal number: 3

Journal date: October 2017

Pages: pp. 311-328

ISSN: 0251-2513, 1573-1782 (online)

Resource type: Article

Peer reviewed: Yes

Call number: TD/TNC 130.328

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