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[article]
Titre : |
Navigating the Hidden Curriculum of Higher Education for Postsecondary Students With Intellectual Disabilities. |
Type de document : |
texte imprimé |
Auteurs : |
Lucretia A Berg, Auteur ; Tracy JIRIKOWIC, Auteur ; Katie Haerling, Auteur |
Année de publication : |
2017 |
Article en page(s) : |
pp.1-9 |
Langues : |
Américain (ame) |
Mots-clés : |
Déficience intellectuelle Education |
Résumé : |
Students with intellectual and/or developmental disabilities (IDD) Increasingly pursue postsecondary education (PSE). Navigating the hidden curriculum--including meeting prerequisites for PSE and employment, using support systems and community transportation, and carrying out adulthood expectations--is an area of challenge. This exploratory case study examined experiences of students with IDD attending a PSE program and stakeholder perspectives. Thirty-two participants (10 students with IDD, 5 parents or guardians, 4 college administrators, 8 college instructors, 4 occupational therapists, and a transition specialist) were interviewed. Conventional content analysis revealed navigating the hidden curriculum as a key theme and three subthemes: (1) adult-based system navigation, (2) persisting challenges with adaptive behaviors, and (3) disability awareness and disclosure. Limited awareness of disability and supports and services needed for a successful PSE outcome were contributing factors. Occupational therapists have the skills to support students with IDD in skill acquisition to successfully transition to and navigate PSE and the hidden curriculum. |
Permalink : |
./index.php?lvl=notice_display&id=49293 |
in American Journal of Occupational Therapy > Vol. 71/3 (2017) . - pp.1-9
[article] Navigating the Hidden Curriculum of Higher Education for Postsecondary Students With Intellectual Disabilities. [texte imprimé] / Lucretia A Berg, Auteur ; Tracy JIRIKOWIC, Auteur ; Katie Haerling, Auteur . - 2017 . - pp.1-9. Langues : Américain ( ame) in American Journal of Occupational Therapy > Vol. 71/3 (2017) . - pp.1-9
Mots-clés : |
Déficience intellectuelle Education |
Résumé : |
Students with intellectual and/or developmental disabilities (IDD) Increasingly pursue postsecondary education (PSE). Navigating the hidden curriculum--including meeting prerequisites for PSE and employment, using support systems and community transportation, and carrying out adulthood expectations--is an area of challenge. This exploratory case study examined experiences of students with IDD attending a PSE program and stakeholder perspectives. Thirty-two participants (10 students with IDD, 5 parents or guardians, 4 college administrators, 8 college instructors, 4 occupational therapists, and a transition specialist) were interviewed. Conventional content analysis revealed navigating the hidden curriculum as a key theme and three subthemes: (1) adult-based system navigation, (2) persisting challenges with adaptive behaviors, and (3) disability awareness and disclosure. Limited awareness of disability and supports and services needed for a successful PSE outcome were contributing factors. Occupational therapists have the skills to support students with IDD in skill acquisition to successfully transition to and navigate PSE and the hidden curriculum. |
Permalink : |
./index.php?lvl=notice_display&id=49293 |
| ![Navigating the Hidden Curriculum of Higher Education for Postsecondary Students With Intellectual Disabilities. vignette](./getimage.php?url_image=http%3A%2F%2Fimages-eu.amazon.com%2Fimages%2FP%2F%21%21isbn%21%21.08.MZZZZZZZ.jpg¬icecode=&vigurl=https%3A%2F%2Fajot.aota.org%2FImageLibrary%2Fajot_generic_cover%2520v73.jpg) |
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