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Elemental Ethics in Education

Explore the importance of teaching time-management skills to improve employment outcomes for individuals with disabilities during the transition years. Learn about transition services, planning strategies, and methods for teaching time management. Understand how time management impacts vocational success.

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Elemental Ethics in Education

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  1. Elemental Ethics in Education “One Voice” Northeast Regional Conference 11/15/2008

  2. Improving employment outcomes for individuals with disabilities by teaching career-related skills during the transition years: A focus on time-management. Caroline DiPipi-Hoy, Ph.D. East Stroudsburg University

  3. Transition Services: IDEA • "Transition services" means a coordinated set of activities for a student with disabilities that is designed within an outcome-oriented process, that promotes movement from school to post-schoolactivities, including postsecondary education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation.

  4. Transition Services: IDEA • Transition services need to be… • Outcome oriented • Focused on improving academic AND functional achievement • Based on individual needs, including the preferences of the student and family

  5. Transition Services: IDEA • Transition is meant to facilitate the child’s movement from school to… • Post-secondary activities • School • Employment • Independent living • Community participation • Adult services

  6. Importance of Transition Planning • Outcomes for adults with disabilities have traditionally been characterized by unemployment, low pay, job changes, limitations in independence, and few social opportunities • (Patton, Cronin, & Jairrels, 1997).

  7. Transition Services: IDEA • Data suggest that 54% of high school student graduates with disabilities work in segregated environments (Kraemer & Blacher, 2001).

  8. Transition Planning • It is imperative that schools focus on proper transition planning in order to facilitate better outcomes for people with disabilities. • One of these outcomes is competitive, community-based employment.

  9. Employment • Effective Workers Need… • Stamina • Time-Management • Task Specific Skills • Getting Along with Others • Workplace Rules • Timeliness • Hygiene and Dress Code Considerations

  10. Rationale: Time-Management • Adults are responsible to engage in time-scheduled behaviors throughout the day. • Having the ability to perform activities at specific times allows an individual to gain control over his or her day. • This leads to less dependence on others to direct activities. • Sowers et al. (1980)

  11. Rationale: Transition • Adults are responsible to engage in time-scheduled behaviors throughout the day. • Having the ability to perform activities at specific times allows an individual to gain control over his or her day. • This leads to less dependence on others to direct activities. • Sowers et al. (1980)

  12. Time-Management Research • Research on students with disabilities • Several studies on teaching time-telling • (Creekmore et al., 1985; Smeets, Lancioni, & VanLieshout, 1985). • Few studies on teaching time-management • Davies, Stock, & Wehmeyer (2002) • Sowers, Rusch, Connis, & Cummings (1980)

  13. Rationale: Vocational • The ability to follow a schedule and complete job tasks within a certain time frame is a critical work skill. • Time-management has been shown to impact success in vocational environments for individuals with disabilities. • Davies, Stock, & Wehmeyer (2002) • Sowers et al. (1980)

  14. Rationale: Time-Management • Many students with disabilities who can tell time to the minute exhibit a lack of awareness of the concept of time (Moyer, 1983). • It is important to teach skills that require an understanding of the passage of time to maximize student use of time-telling skills (Manganello, 1994).

  15. Rationale: Time-Management • In spite of the importance of time-management, few studies have identified how best to teach this skill. • Davies, Stock, & Wehmeyer (2002) • Sowers et al. (1980)

  16. Methods for Teaching Time-Management • Electronic Devices • Alarm watch • Palm Pilot • iphone • Traditional Methods • Checklists • Calendars • Reminders

  17. Methods for Teaching Time-Management • Instructional Procedure from recent research… • DiPipi-Hoy, C., Jitendra, A.K., & Kern L. (2008) • The Effects of Time Management Instruction on Adolescents’ Ability to Self-Manage Time in a Vocational SettingJournal of Spec Education first published on July 14, 2008 as doi:10.1177/0022466908317791

  18. Methods for Teaching Time-Management • Implications • What does this mean for individuals with disabilities?

  19. Contact Information Caroline DiPipi-Hoy East Stroudsburg University 200 Prospect St. East Stroudsburg, PA 18301 570-422-3364 dipipi5@yahoo.com

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