TY  - CHAP
AB  - Abstract Although improving, students with learning disabilities (LD) still do not experience positive postsecondary outcomes at the same rate as their nondisabled peers. Research indicates that inclusion in the general education classroom for core content courses correlates to better outcomes; however, the large amount of content to be covered in these courses makes it difficult to deliver targeted transition services, such as instruction in self-determination skills, in these settings. In this chapter, we briefly summarize the research on transition services for students with LD and then provide examples of opportunities for instruction and practice of self-determination skills in the general education classroom.
VL  - 35
SN  - 978-1-83867-977-4, 978-1-83867-978-1/0270-4013
DO  - 10.1108/S0270-401320190000035005
UR  - https://doi.org/10.1108/S0270-401320190000035005
AU  - Weiss Margaret P.
AU  - Faggella-Luby Michael
PY  - 2019
Y1  - 2019/01/01
TI  - Transition Services for Students with Learning Disabilities
T2  - Special Education Transition Services for Students with Disabilities
T3  - Advances in Special Education
PB  - Emerald Publishing Limited
SP  - 15
EP  - 33
Y2  - 2024/09/20
ER  -