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Enabled voices: An interpretive study of the 'lived experiences' of young adults with disabilities during their transition to the workplace.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
書名/作者:	Enabled voices: An interpretive study of the 'lived experiences' of young adults with disabilities during their transition to the workplace.
作者:	Yates, William N.
面頁冊數:	277 p.
附註:	Source: Dissertation Abstracts International, Volume: 70-07, Section: A, page: 2751.
Contained By:	Dissertation Abstracts International70-07A.
標題:	Education, Adult and Continuing.
標題:	Education, Special.
標題:	Sociology, Individual and Family Studies.
標題:	Sociology, Industrial and Labor Relations.
ISBN:	9781109289282
摘要、提要註:	This is a qualitative phenomenological interpretive research study examining the "lived experiences" of a group of young adults (ages 22 to 28) during their transition from school to the workplace. Each participant is personally challenged with a physical, emotional, or cognitive disability or some combination therein. This study found that within the experiences of these young adults during transition there were themes associated with relationships, vocation, autonomy, change, affect, identity, learning, and service. The study found that each person was unique in how the themes were manifest in their lives. This was a time in their lives characterized by periodic unevenness, order and disorder, self organization and change.
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3366976

Enabled voices: An interpretive study of the 'lived experiences' of young adults with disabilities during their transition to the workplace.
Yates, William N.

Enabled voices: An interpretive study of the 'lived experiences' of young adults with disabilities during their transition to the workplace. - 277 p.

Source: Dissertation Abstracts International, Volume: 70-07, Section: A, page: 2751.

Thesis (Ed.D.)--The George Washington University, 2009.

This is a qualitative phenomenological interpretive research study examining the "lived experiences" of a group of young adults (ages 22 to 28) during their transition from school to the workplace. Each participant is personally challenged with a physical, emotional, or cognitive disability or some combination therein. This study found that within the experiences of these young adults during transition there were themes associated with relationships, vocation, autonomy, change, affect, identity, learning, and service. The study found that each person was unique in how the themes were manifest in their lives. This was a time in their lives characterized by periodic unevenness, order and disorder, self organization and change.

ISBN: 9781109289282Subjects--Topical Terms:

422959
Education, Adult and Continuing.

Enabled voices: An interpretive study of the 'lived experiences' of young adults with disabilities during their transition to the workplace.
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100 1 $a Yates, William N. $3 423126
245 1 0 $a Enabled voices: An interpretive study of the 'lived experiences' of young adults with disabilities during their transition to the workplace.
300 $a 277 p.
500 $a Source: Dissertation Abstracts International, Volume: 70-07, Section: A, page: 2751.
500 $a Adviser: Michael J. Marquardt.
502 $a Thesis (Ed.D.)--The George Washington University, 2009.
520 $a This is a qualitative phenomenological interpretive research study examining the "lived experiences" of a group of young adults (ages 22 to 28) during their transition from school to the workplace. Each participant is personally challenged with a physical, emotional, or cognitive disability or some combination therein. This study found that within the experiences of these young adults during transition there were themes associated with relationships, vocation, autonomy, change, affect, identity, learning, and service. The study found that each person was unique in how the themes were manifest in their lives. This was a time in their lives characterized by periodic unevenness, order and disorder, self organization and change.
520 $a The study adopted a semi-structured interview protocol. Participants engaged in a pre-interview exercise which was used to facilitate the individual's initial re-creation of their experiences. This provided a self-starting framework for the first interview. A second interview allowed the participant to confirm or correct initial interpretations from the first interview as well as provide additional commentary. This is consistent with qualitative research verification procedures establishing trustworthiness. Data analysis used Moustakas (1994) "modified van Kaam" approach involving phenomenological reduction, imaginative variation, and synthesis.
520 $a The findings are the result of first-hand accounts of the "lived experiences" from the participants themselves. These are individuals from a population group many of whom too often graduate from high school to transitional states of social silence and invisibility. The study adopted a theoretical framework involving the mainstream domains of adult learning and development, and incorporated chaos and complexity theory as the systems context for research and analysis. In that context allowance is made for interdisciplinary convergence and mutuality, dynamical instability that yet contains an underlying order, self-organization as well as constant states of change.
520 $a The findings contribute to the fields of mainstream adult development and learning. The inter-relationship of these knowledge domains may be recognized to some degree but potential benefits remain unexplored relative to young adults with disabilities. On the practitioner level, understanding more about the "lived experiences" of young adults with disabilities will increase awareness and understanding of the individual and therefore increase the possibilities for improved adult services and support.
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650 4 $a Education, Adult and Continuing. $3 422959
650 4 $a Education, Special. $3 423128
650 4 $a Sociology, Individual and Family Studies. $3 423122
650 4 $a Sociology, Industrial and Labor Relations. $3 423129
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690 $a 0628
690 $a 0629
710 2 $a The George Washington University. $b Education and Human Development. $3 423127
773 0 $t Dissertation Abstracts International $g 70-07A.
790 1 0 $a Marquardt, Michael J., $e advisor
790 1 0 $a Hamp, Jacqueline M. $e committee member
790 1 0 $a Dinson, Al $e committee member
790 1 0 $a Croswell, Clyde V. $e committee member
790 1 0 $a Cseh, Maria $e committee member
790 $a 0075
791 $a Ed.D.
792 $a 2009
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3366976