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Communicating Mild Intellectual Disability
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Communicating Employability Education For The Intellectually Disabled
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- Author(s) / Creator(s)
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A key assumption with respect to Intellectual Disability (ID) and special needs education is that principals understand the programming and criteria for specialized school sites that focus on employability education for the mild intellectually disabled. A flaw with this assumption is evident due to a gap in understanding amongst many principals surrounding the benefits of both inclusion and specialized sites; a students academic, intellectual and adaptive function and how these interact; and employability education. Principals have also expressed a need for concrete communication strategies that are coherent, supportive and empathetic and that will allow them to effectively guide parents and students towards the special education programming students may require. This paper outlines the key points of each of these issues and how they influence each other. The paper culminates in adapting the CONSOLE (Tan, Pang and Kang, 2019) communication framework in order to provide principals with a tool to address this need.
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- Date created
- 2020-01-01
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- Subjects / Keywords
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- Type of Item
- Research Material