Inclusion in the Workforce for Students with Intellectual Disabilities: A Case Study of a Spanish Postsecondary Education Program.
The Autonomous University of Madrid (UAM) is the first Spanish university to provide training to young people with intellectual disabilities (ID) in the university environment, which qualifies them for inclusion in the workforce. In this practice brief we describe the UAM-Prodis Patronage Chair program, a successful model used at Spanish universities within the European Higher Education convention framework, which addresses the inclusion and occupational training of young people with ID in order to help them obtain employment. We begin with a review of the special education system for young people with ID in Spain. We report outcome data for students with ID who completed the program at UAM during its first four years of implementation. These outcomes indicate that the UAM-Prodis Patronage Chair program has become one of the main strategies to achieve independent living and community integration of people with ID through a postsecondary education option.
Perfiles de estilos de aprendizaje de los estudiantes universitarios y metodologías docentes
Los enfoques y estilos de aprendizaje de los estudiantes en general y, en concreto, los de los universitarios constituyen uno de los campos objeto de estudio frecuente en la investigacion educativa.El objetivo fundamental del trabajo es verificar si existe algun predominio de determinados enfoques de estudio-aprendizaje y la relacion mas o menos estrecha que estos pueden tener con las metodologias preferidas por los alumnos y con las desarrolladas por los profesores considerando que, en el actual marco universitario, el cambio metodologico es uno de los que cobran mayor protagonismo. El analisis de datos que se presenta tiene en cuenta la informacion recogida mediante cuestionarios a los estudiantes. El objetivo final es determinar unos perfiles de aprendizaje del alumnado que puedan estar mas o menos relacionados con los citados aspectos metodologicos. Se podria, de ese modo, atender a la diversidad del alumnado con distintas metodologias en funcion de su tipologia concreta de enfoque de aprendizaje que, en definitiva, es una de las pretensiones del nuevo marco de Educacion Superior.
Transition Services for Students with Intellectual Disabilities: A Case Study of a Public School Program on a Community College Campus
Students with intellectual disabilities aged 18–21 are increasingly receiving transition services on college campuses during the last years of public schooling. These students may attend college courses, work in the community, access community recreational activities, and engage in age-appropriate experiences with peers without disabilities. However, there is little research that documents the types of practices included, the perspectives of consumers, or the outcomes of these transition services. Results from this case study depict how one public school program on a community college campus incorporated recommended transition practices and how students with intellectual disabilities and their families perceived these practices.