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Lessons Learned from the Learning Academy: Optimizing Transition Supports for Young Adults with Autism. Research to Practice. Issue No. 58

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Shepard, John; Timmons, Jaimie Ciulla; Zalewska, Agnieszka – Institute for Community Inclusion, 2018

The Learning Academy (TLA) at the University of South Florida is a 30-week transition program for individuals with autism spectrum disorder (ASD) between the ages of 18 and 25. The program provides services, supports, and experiential opportunities, with the aim of enhancing skills that will prepare students to succeed in the workplace and…

Descriptors: Transitional Programs, Autism, Pervasive Developmental Disorders, Late Adolescents

Self-Perceived and Observable Self-Direction in an Online Asynchronous Programming Course Using Peer Learning Forums

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Gaspar, Alessio; Langevin, Sarah; Boyer, Naomi; Armitage, William – Computer Science Education, 2009

This study broadens the objectives of previous work (Boyer, N., Langevin, S., Gaspar, A. (2008). "Self direction and constructivism in programming education." "Proceedings of the ACM Special Interest Group in IT Education Conference," 16-18 October 2008, Cincinnati, OH) in which we used a survey-based instrument, the Personal…

Descriptors: Constructivism (Learning), Online Courses, Program Effectiveness, Programming

Career/Vocational Assessment of Secondary Students with Exceptional Needs: Critical Issues and Promising Practices.

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Anderlini, Lyn Starr; Zittel, Gail – 1982

Critical issues pertaining to career/vocational assessment were identified by the Regional Resource Center West (RRCW) through a review of the literature and interviews conducted with practitioners. Critical issues identified were the goal of the career/vocational assessment; assessment instruments and procedures; examiner expertise; and…

Descriptors: Career Awareness, Career Choice, Career Guidance, Demonstration Programs