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International Journal for Educational and Vocational Guidance

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28-12-2016

Employing a social justice framework to promote postsecondary transition for students with intellectual disability

Author: Amy L. Cook

Published in: International Journal for Educational and Vocational Guidance | Issue 3/2017

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Abstract

Transition from high school to postsecondary education (PSE) and employment can be challenging for all youth, and particularly for youth with intellectual disability (ID). Promoting equity and access to PSE for students with ID is a social justice mandate, and high school counselors are uniquely positioned to assist youth with ID in accessing appropriate PSE options. This article describes how high school counselors can effectively support the postsecondary transition needs of students with ID through applying a framework of advocacy and social justice, using the Multicultural and Social Justice Counseling Competencies.

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Title: Employing a social justice framework to promote postsecondary transition for students with intellectual disability
Author: Amy L. Cook
Publication date: 28-12-2016
Publisher: Springer Netherlands
Published in: International Journal for Educational and Vocational Guidance / Issue 3/2017
Print ISSN: 1873-0388
Electronic ISSN: 1573-1782
DOI: https://doi.org/10.1007/s10775-016-9336-8

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