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Leveraging information technology literacy to enhance college and career readiness for secondary students with disabilities.

BACKGROUND: In the 21st century, information technology (IT) literacy is crucial for all students and may better prepare students with disabilities for transition to postsecondary employment or education. OBJECTIVE: In this study, the potential of IT literacy embedded into an online transition curri...

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Published in:Journal of Vocational Rehabilitation Vol. 46; no. 3; pp. 389 - 398
Main Authors: Lombardi, Allison, Izzo, Margo V., Gelbar, Nicholas, Murray, Alexa, Buck, Andrew, Johnson, Victor, Hsiao, Jay, Wei, Yan, Kowitt, Jennifer
Format: research tables/charts Journal Article
Published: Sage Publications Inc. 2017
Online Access:View this record in EBSCOhost
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      vid: 46
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      pub: Sage Publications Inc.
      place: Thousand Oaks, California
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        atl: Leveraging information technology literacy to enhance college and career readiness for secondary students with disabilities.
      aug:
        au:
          Lombardi, Allison
          Izzo, Margo V.
          Gelbar, Nicholas
          Murray, Alexa
          Buck, Andrew
          Johnson, Victor
          Hsiao, Jay
          Wei, Yan
          Kowitt, Jennifer
        affil: University of Connecticut, Storrs, CT, USA
      sug:
        subj:
          Information Technology
          Information Literacy
          Career Planning and Development
          Students with Disabilities
          College Graduates
          Human
          Vocational Education
          Pretest-Posttest Design
          Employment of Persons with Disabilities
          Schools, Secondary
      ab: BACKGROUND: In the 21st century, information technology (IT) literacy is crucial for all students and may better prepare students with disabilities for transition to postsecondary employment or education. OBJECTIVE: In this study, the potential of IT literacy embedded into an online transition curriculum is explored in the context of secondary special education. The curriculum aligns with Common Core State Standards in English Language Arts that are relevant to reading comprehension, writing, as well as searching for and analyzing sources of information online. METHODS: A quasi-experimental pretest-posttest design was utilized in six high schools. RESULTS: Findings show that intervention group students improved in IT literacy; whereas, comparison group students did not make similar gains. CONCLUSION: Implications for embedding transition services into specific courses and curricula for secondary students with Individualized Education Programs (IEPs) are discussed.
      pubtype: Academic Journal
      doctype:
        research
        tables/charts
        Journal Article
      ougenre: Article
    language: English
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