Adaptability Instruction: The Goal of Transitional Programming

Dennis E. Mithaug · James E. Martin · Martin Agran

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Disability Education and Employment Higher Education and Employability Vocational and Entrepreneurial Education

Abstract

This article describes an instructional model designed to teach students generic employment adaptability skills. Failure to acclimate to a dynamic work environment has been suggested as a primary reason for job termination. The need to adapt to changes in work environments and maintain acceptable levels of work performance is critical for employment success. The model describes how to teach students to adapt to these changes and includes four major components: (a) decision making, (b) independent performance, (c) self-evaluation, and (d) adjustment. Implications for transitional programming are addressed.

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References

1975Behavior modification in applied settings 1985Factors Associated with the Employment Status of Handicapped Youth Exiting High School from 1979 to 1983 1985Transition: A Look at the Foundations 1983OSERS Programming for the Transition of Youth with Disabilities: Bridges from School to Working Life.1985A Report on the Colorado Statewide Follow-up Survey of Special Education Students 1987Competitive Employment Issues and Strategies Competitive Employment Issues and Strategies RuschFrank R., PhD, Editor (1986). Paul H. Brookes Publishing, PO Box 10624, Baltimore, MD 21285-0624. 363 pp., $34.95.1985Concepts and Issues Related to Choice-Making and Autonomy among Persons with Severe Disabilities 1979SELF‐CONTROL TRAINING IN THE CLASSROOM: A REVIEW AND CRITIQUE

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2003Increasing Self-Determination: Teaching Students to Plan, Work, Evaluate, and Adjust 2005A Review of Self-Determination Interventions with Individuals with Severe Disabilities 1996Fostering Self-Determination is a Developmental Task 2005An Historical Perspective of Self-Determination in Special Education: Accomplishments and Challenges

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