ERIC Number: EJ1413735
Record Type: Journal
Publication Date: 2024
Pages: 6
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1053-4512
EISSN: EISSN-1538-4810
Available Date: N/A
Implementing Virtual Interview Training for Transition-Age Youth: Practical Strategies for Educators
Kari Sherwood; Matthew J. Smith; Brittany Ross; Jeffery Johnson; Amy Trautwein; Matthew Landau; Kara Hume
Intervention in School and Clinic, v59 n4 p281-286 2024
This column shares strategies for implementing a technology-based intervention within secondary special education transition services. "Virtual Interview Training for Transition-Age Youth" is a web-based job interview training that uses educational content and virtual hiring managers to help teach job interview skills. Eight support strategies for implementing the training are described. Strategies are prepare for implementation, ensure administrative support, prioritize training and support, address logistical challenges, integrate the program into the curriculum, take advantage of the administrative center, individualize student support, and offer virtual delivery.
Descriptors: Employment Interviews, Secondary Education, Special Education, Technology Uses in Education, Telecommunications, Individualized Transition Plans, Transitional Programs, Web Sites, Training, Program Implementation, Students with Disabilities, Educational Legislation, Equal Education, Federal Legislation, Post High School Guidance, Electronic Learning
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://bibliotheek.ehb.be:2993
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: National Institute of Mental Health (NIMH) (DHHS/NIH)
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Improvement Act 2004
Grant or Contract Numbers: R34111531
Author Affiliations: N/A