The Relationship of an Ecological Model of Career Development to Authentic Learning

The mission of RISER (Research Institute on Secondary Education Reform for Youth with Disabilities) is to expand the current knowledge base related to practices and policies in secondary schools that enhance learning, achievement, and postschool outcomes for all students. Transition practices related to career development are an important aspect of secondary education reform (Hanley-Maxwell, Phelps, Braden, & Warren, 1999) as is the impact of authentic pedagogy. RISER seeks to identify secondary education reform practices that influence the educational successes of youth with disabilities. We are doing this by building from Newmann and Wehlage's (1995) framework (construction of knowledge, disciplined inquiry, and value beyond school) and modifying it to include a focus on inclusion. The resulting model, SAIL (Schools of Authentic Inclusive Learning), considers more closely how authentic pedagogy is utilized in learning environments inclusive of all students. [See Brief No. 1 (HanleyMaxwell, Phelps, Braden, & Warren, 1999) for a more thorough discussion of authentic inclusive learning and schooling.]