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Overview
Overview
My guiding question examines how the Peruvian educational system prepares individuals with disabilities for independent living and post-secondary life. Back home in the United States, my daily focus is finding meaningful ways to prepare my students for life after after high school. I am curious to see what kinds of transition resources and support systems exist here in Peru, and how Peruvian educators navigate various systems.
Global Guiding Question
Global Guiding Question
How do Peruvian schools prepare students with disabilities for the transition to post-secondary life once their schooling is completed?
The Sub Questions / Four Key Pillars
The Sub Questions / Four Key Pillars
To investigate my guiding question, I have created the following sub questions:
Are there national laws in Peru that legally mandate and fund transition support and post-secondary planning for students with disabilities?
How are families integrated into the transition planning process, and how does this collaboration compare to the U.S. Individualized Education Program (IEP) model?
Do local Peruvian businesses partner with schools to provide workforce development, integrated internships, or community-based job-shadowing experiences?
What specific transition curricula or instructional tools do Peruvian educators utilize to cultivate independent living and workforce readiness?
Disclaimer - This website is not an official U.S. Department of State website. The views and information presented are the participant's own and do not represent the Fulbright Teachers for Global Classrooms Program, the U.S. Department of State, or IREX.
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