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

被引：6
|
作者：
Cook, Amy L. [1 ]
机构：
[1] Univ Massachusetts, Coll Educ & Human Dev, Dept Counseling & Sch Psychol, 100 Morrissey Blvd, Boston, MA 02125 USA
来源：
INTERNATIONAL JOURNAL FOR EDUCATIONAL AND VOCATIONAL GUIDANCE | 2017年 / 17卷 / 03期
关键词：
Postsecondary transition; Intellectual disability; School counselors; COGNITIVE-BEHAVIORAL THERAPY; FOCUSED BRIEF THERAPY; COUNSELING COMPETENCES; YOUNG-PEOPLE; EDUCATION; ADULTS; PERSPECTIVES; ADVOCACY; CHILDREN; EXPECTATIONS;
D O I：
10.1007/s10775-016-9336-8
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
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 Justice Counseling Competencies.
引用
收藏
页码：311 / 328
页数：18
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