(Uluslararası Konuşmacı)

Porto Riko, University of Puerto Rico, Mayaguez

 

Sunum Başlığı: Porto Riko'da Özel Eğitim Gereksinimi Olan Kişiler için Yetişkinliğe ve Yetişkinlik İçerisinde Geçiş

[Transition to and within Adulthood for People with Special Educational Needs in Puerto Rico]

 

Liseden sonra, özel eğitim gereksinimi olan öğrencilerin kendilerini topluma başarıyla entegre etmek için farklı beceri ve bilgiye ihtiyaçları olmaktadır. Öncelikle, Porto Riko'da Özel Eğitim hizmetleri alan öğrencilerin sayısı hakkında bazı istatistikleri paylaşacağım ve yetişkinliğe geçişin bu öğrenciler için ne anlama geldiğini açıklayacağım. İkincisi, yetişkinliğe geçişin özel eğitim öğretmenleri tarafından ve geçiş hizmetlerini alan özel eğitim gereksinimi olan devlet okulu öğrencileri tarafından nasıl algılandığını açıklayacağım. Bu algılar nitel bir çalışmaya dayanmaktadır. Sonuçlar, gömülü teori kullanılarak analiz edilmiştir. Son olarak, bu çalışmadan öğrenilenlerin sonuçlarını tartışacağım.

 

[After high school, students with special educational needs (SEN) require different skills and knowledge to successfully integrate themselves into society.  First, I will share some statistics about the number of students that receive Special Education services in Puerto Rico and explain what transition to adulthood means for these students. Second, I will present how transition to adulthood is perceived by special education teachers and by the SEN public school students that received transition services. These perceptions are based on a qualitative study. The results were analyzed using grounded theory. Finally, I will discuss the implications of what was learned from this study.]

 

Janette Ferrer-Montes, PhD, is an assistant professor of special education in the Teacher Preparation Program (TPP) at the University of Puerto Rico (UPR) in Mayaguez where she teaches online, hybrid, and face to face courses. She teaches graduate courses at Cambridge College in San Juan as well. She focuses on inclusion, differentiated instruction, universal learning design, and the use of technology in the classroom. She has been working with various projects designed to help future and in-service teachers and teachers improve student learning in their classrooms. Working with colleagues, she created online modules for Special Education Teachers, conducted research to learn about TTP outcomes, offered workshops about Project Based Learning, and more. She is certified as an Online Virtual Educator. Currently, she is the Coordinator of Clinical Experiences at UPR - Mayaguez. Previously, she worked as a Special Education teacher for 13 years in Puerto Rico and United States.