Cheng-Chen Pan
JAASEP 6(2) (2011) 41-55
Abstract
Research indicates that transition education contributes to forming a long-term support to high-school students with disabilities for their adult life. Also, Community-Based Instruction (CBI) which is a preparation of vocational skills and awareness, has its positive influences improvement of self-esteem as result of higher work inclination and employment. A car-washing curriculum of a CBI practice created an "acquisition-rich" environment" with the Scaffolding Theory in one high school located in Taiwan and brought about the mutual connection between the school and a local community. The educational implementation had yielded its benefits because of the emphasis of transition education and CBI. In this case, car-washing as a CBI facilitated student-initiated learning which promoted intellectual disabled students’ vocational skills, awareness and self-efficacy and became a critical role between a school and a community.
Keywords:Intellectual Disability, Special Education Teachers, Foreign Countries, Special Education, Transitional Programs, High School Students, Community Based Instruction (Disabilities), Disabilities, Educational Change
DOI: https://doi.org/10.64546/jaasep.139
