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

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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.

Résumé

Adopter un cadre de justice sociale pour promouvoir la transition supérieure des étudiants atteints d’un handicap intellectuel. La transition entre le lycée et la formation supérieure et l’emploi peut être difficile pour la jeunesse, et, plus particulièrement, pour les jeunes atteints d’un handicap intellectuel. Promouvoir l’équité pour l’accès à l’éducation supérieure chez les étudiants atteints d’un handicap intellectuel est un mandat de justice sociale. Les conseiller.ère.s en orientation ont une position unique pour assister ces jeunes et les aider à avoir accès à des options de formation appropriées. Cet article décrit la manière dont les conseiller.ère.s en orientation peuvent répondre au besoin des individus concernés en appliquant un cadre de promotion et de justice sociale, en utilisant les Compétences de Conseil Multiculturel et de Justice Sociale (CCMJS).

Zusammenfassung

Anwendung eines sozialen Gerechtigkeitsansatzes um Studierenden mit geistiger Behinderung während dem post-obligatorischen Ausbildungsübergang zu unterstützen. Der Übergang von der Sekundarschule zu post-obligatorischen Ausbildungsgängen oder einem Arbeitsplatz stellt für alle Jugendliche eine Herausforderung dar, insbesondere für Jugendliche mit geistiger Behinderung. Die Förderung eines gleichberechtigten Zugangs zu post-obligatorischen Ausbildungsgängen für Studierende mit geistiger Behinderung ist ein Auftrag von sozialer Gerechtigkeit. Studien-/Berufsberater-innen sind gut positioniert, um Jugendlichen mit geistiger Behinderung bei der Wahl von passenden Ausbildungsgängen zu helfen. Dieser Artikel beschreibt, wie Studien-/Berufsberater-innen Jugendliche mit geistiger Behinderung in dieser Übergangssituation wirksam unterstützen können, indem sie die Multikulturellen und Sozialen Gerechtigkeits-Beratungskompetenzen (MSGBK) anwenden und damit soziale Gerechtigkeit fördern.

Resumen

Un marco de justicia social para promover la transición postsecundaria de estudiantes con discapacidad intelectual. La transición de la educación secundaria a la educación postsecundaria y al empleo es un desafío para todos los jóvenes y particularmente para aquellos que presentan una discapacidad intelectual (DI). La promoción de la equidad y el acceso a la educación postsecundaria para estudiantes con DI es un mandato de justicia social, y los orientadores de los institutos están en una posición única para asistir a los jóvenes con DI en su acceso a las opciones educativas post obligatorias mas adecuadas. Este artículo describe como los orientadores de los institutos pueden dar apoyo efectivo a las necesidades de transición de los estudiantes con DI a través de la aplicación de un marco de defensa y apoyo y de justicia social, utilizando las Competencias de orientación en interculturalidad y Justicia Social.

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  1. Department of Counseling and School Psychology, College of Education and Human Development, University of Massachusetts, Boston, 100 Morrissey Blvd., Boston, MA, 02125-3393, USA

    Amy L. Cook

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Cook, A.L. Employing a social justice framework to promote postsecondary transition for students with intellectual disability. Int J Educ Vocat Guidance 17, 311–328 (2017). https://doi.org/10.1007/s10775-016-9336-8

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