Preparing students with intellectual disability for employment

This study investigated teachers’ beliefs about the most important work experiences for students with intellectual disability and their preparedness to provide these experiences. The study also explored if there were a relation between student characteristics and teacher characteristics on teachers’ beliefs. Participants were high school special education teachers from Pennsylvania, Michigan, Texas, and Washington who worked as a high school special education teacher during the 2020-2021 school year and are special education teacher for students aged 14 or over. An online questionnaire was used for data collection and it includes teachers’ demographics information and three study vignettes. Each vignette describes a student with different characteristics (e.g., support needs, communication skills). Descriptive and inferential statistics were conducted to analyze the data.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Special Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2022

Author dc:creator

• Ramos Torres, Saury

Contributors dc:contributor

• Dymond, Stacy
• Burke, Meghan
• Strauser , David
• Renzaglia, Adelle

• Work-based Learning Experiences
• Employment
• Teachers
• Intellectual Disability

Statement dc:rights

• Copyright 2022 Saury Ramos-Torres

Language dc:language

en, eng

Handle dc:identifier

https://hdl.handle.net/2142/115563

OAI record oai:identifier

https://www.ideals.illinois.edu/oai-pmh?verb=GetRecord&metadataPrefix=etdms&identifier=oai%3Awww.ideals.illinois.edu%3A2142%2F115563