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The transition to adulthood can be a challenging time for adolescents with intellectual and developmental disabilities. Its complexity, however, may be magnified for families who have immigrated to the United States. This study examined the transition expectations and experiences of six first-generation, Latino parents and their transition-aged (14–22) children with intellectual disability, autism, and/or multiple disabilities. Through individual interviews held in Spanish or English, parents offered insights into (1) their visions of success for their child, (2) the distinct barriers they face as immigrant families, and (3) their suggestions for schools and adult agencies related to supporting strong transitions. Their portraits of desired outcomes were quite individualized and reflected high expectations. Factors identified as inhibiting successful transitions included persistent language barriers, the views of certain professionals and community members, and exclusion from typical school experiences. Parents encouraged schools to support family advocacy, foster greater student independence, expand adult programming, and reduce segregated educational placements. We present implications for educators on working with Latino families, as well as offer recommendations for future research. 相似文献
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Charles F. Carter 《Higher Education》1980,9(1):1-5
This article comments on the relationship between British universities and government departments with special reference to the work of the University Grants Committee and the role of its Chairman. The extent to which universities are free to exercise discretion is delineated and the place of lay (i.e., non-academic) people in university government is described. The future would seem to call for increased political adroitness on the part of those who govern universities if the unusual freedom at present possessed by British universities is to be retained.A lecture given at the University of Lancaster on May 28, 1979. Sir Charles Carter was formerly Vice Chancellor, University of Lancaster. 相似文献
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Many teachers are concerned about the problems of identifying and assessing dyslexia in their own schools, but lack time during the school day to assess the accuracy of new tests. In the last ten years dyslexia has moved from being a hidden disability to one that is acknowledged in academic, intellectual and professional fields, through advances in genetics and psychological research. Non-recognition can lead to severe problems for a pupil in school and in later life, as well as for teachers, in particular, attempting to devise learning programmes and for schools, in general, facing litigation for not addressing a particular child's specific needs. 相似文献