Essential Skills for College Living: 'It's My Life!' Transition to Postsecondary Training for Deaf or Hard of Hearing Students. Teacher's Guide
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| Title: | Essential Skills for College Living: 'It's My Life!' Transition to Postsecondary Training for Deaf or Hard of Hearing Students. Teacher's Guide |
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| Language: | English |
| Authors: | Franklin, Jason M., PEPNet 2 |
| Source: | PEPNet 2. 2013. |
| Availability: | PEPNet 2. 18111 Nordhoff Street, Northridge, CA 91330. e-mail: help@pepnet.org; Web site: http://www.pepnet.org |
| Peer Reviewed: | N |
| Physical Description: | |
| Page Count: | 66 |
| Publication Date: | 2013 |
| Intended Audience: | Teachers |
| Document Type: | Guides - Classroom - Teacher Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Thinking Skills, Study Skills, Goal Orientation, Cognitive Style, Teaching Guides, Time Management, Critical Thinking, Deafness, Partial Hearing, Problem Solving, Self Advocacy, Colleges, Higher Education, Computer Software, Related Services (Special Education) |
| Abstract: | The Essential Skills Team knows that each student has a unique learning style, home and school environment, academic and personal strengths and experiences, and family backgrounds. One of the goals when creating the Essential Skills Campus was to provide resources that harness the strengths and experiences students bring with them to their first year of college. As students go through the Essential Skills Campus, they will find lessons to continue building their academic, career, and personal goals; utilize their personal goals and strengths; and help make their college experiences successful. The Essential Skills Campus puts into practice critical problem solving skills, and critical thinking skills for successful college living for all students making this transition. At the end of this lesson, students will be able to: (1) Problem solve academic, career and personal issues; (2) Identify personal strengths and challenge areas to improve on; (3) Develop S.M.A.R.T. goals based on personal profiles that students will create; (4) Identify and learn about campus resources to help achieve goals that they create; and (5) Become self-advocates with Disability Services. Appended are: (1) Goal Setting Documents; (2) Time Management Document; (3) Study Skills Questionnaire; (4) Disability Services Questionnaire; (5) Timelines; and (6) Self-Test. A glossary is included. |
| Abstractor: | ERIC |
| Entry Date: | 2013 |
| Access URL: | https://www.pep-net.org/ |
| Accession Number: | ED543709 |
| Database: | ERIC |
| Abstract: | The Essential Skills Team knows that each student has a unique learning style, home and school environment, academic and personal strengths and experiences, and family backgrounds. One of the goals when creating the Essential Skills Campus was to provide resources that harness the strengths and experiences students bring with them to their first year of college. As students go through the Essential Skills Campus, they will find lessons to continue building their academic, career, and personal goals; utilize their personal goals and strengths; and help make their college experiences successful. The Essential Skills Campus puts into practice critical problem solving skills, and critical thinking skills for successful college living for all students making this transition. At the end of this lesson, students will be able to: (1) Problem solve academic, career and personal issues; (2) Identify personal strengths and challenge areas to improve on; (3) Develop S.M.A.R.T. goals based on personal profiles that students will create; (4) Identify and learn about campus resources to help achieve goals that they create; and (5) Become self-advocates with Disability Services. Appended are: (1) Goal Setting Documents; (2) Time Management Document; (3) Study Skills Questionnaire; (4) Disability Services Questionnaire; (5) Timelines; and (6) Self-Test. A glossary is included. |
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