Instructional strategies for long-term success

Through a qualitative research study we developed a model of employment success based on the experiences of successful adults with learning disabilities. This model may be particularly useful to students with learning disabilities in helping them experience success both in school and beyond. We suggest that the components of the model—internal decisions comprising desire, goal orientation, and reframing, and external manifestations or behaviors of persistence, goodness of fit, learned creativity, and favorable social ecologies—can be systematically taught and then used. By focusing on what has worked for adults with learning disabilities, we propose that the model taps into inherent strengths that can compensate for significant limitations associated with learning disabilities. The model does not guarantee success, but it does equip students with learning disabilities with a readiness to capitalize on opportunities that they might otherwise miss.     

Persisting problems of adults with learning disabilities: self-reported comparisons from their school-age and adult years

The issue of persistence of learning disabilities into the adult years was investigated. The study examined the self-reported comparisons of problems resulting from learning disabilities during school-age years (retrospectively) and in adult years. The responses of 133 adults categorized as highly successful and moderately successful in employment showed that both groups deteriorated markedly in the areas of functioning typically included in diagnostic and remediation efforts. This established a case for persistence and highlights an important issue for those who are directly or indirectly concerned about adults with learning disabilities.     

Identifying alterable patterns in employment success for highly successful adults with learning disabilities.

Adults with learning disabilities were studied to ascertain the patterns of successful functioning that promoted high levels of vocational success. This area of research has been neglected in the developing research base on adults with learning disabilities. In this study of 46 highly successful and 25 moderately successful adults with learning disabilities using ethnographic interviews, it was found that the overriding theme was control and that control was sought through the pursuit of two sets of themes--internal decisions and external manifestations. These themes transcended the entire sample, and the clear difference between the groups was the degree of attainment on the various elements the themes comprised. These elements and themes are discussed and a model of successful vocational functioning is developed and explained.     

Befristung von Ersatzkräften; erforderlicher Vertragsinhalt

Erkennt der Gesetzgeber – vor dem Hintergrund einer an strikte Vorgaben geknüpften Planstellen-bewirtschaftung – die Notwendigkeit der Besch?ftigung von Ersatzkr?ften als zul?ssigen Grund für die Befristung von Vertr?gen ausdrücklich an und regelt die dafür ma?gebenden Rahmenbedingungen und Voraussetzungen, reicht es für die wirksame Befristung des Vertrags mit der Ersatzkraft, wenn der Vertrag Bestimmungen darüber enth?lt, für welche Person der Bedienstete als Ersatzkraft aufgenommen wurde.