Literaturnachweis - Detailanzeige
| Autor/in | Miller-Warren, Vickie |
|---|---|
| Titel | Parental Insights on the Effects of the Secondary Transition Planning Process on the Postsecondary Outcomes of Graduates with Disabilities |
| Quelle | In: Rural Special Education Quarterly, 35 (2016) 1, S.31-36 (6 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 8756-8705 |
| DOI | 10.1177/875687051603500105 |
| Schlagwörter | Disabilities; Transitional Programs; Parent Attitudes; College Preparation; Individualized Education Programs; College Outcomes Assessment; Program Effectiveness; Program Evaluation; Developmental Studies Programs; High School Students; Mail Surveys; Parent Surveys; Rural Schools; Rural Education Handicap; Behinderung; Elternverhalten; Individualized education program; Individualisierendes Lernen; Programme evaluation; Programmevaluation; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Erhebungsinstrument; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Ländliche Erwachsenenbildung |
| Abstract | Research shows that transition planning for students with disabilities is an ongoing process that requires the collaboration of students, families, and teachers to ensure a successful adult life for students after graduation (Clark, 1996; Clark & Unruh, 2010; Gil, 2007; Kellems & Morningstar, 2010). This study examined the insights of the parents of graduates with disabilities regarding the individualized education program (IEP) secondary transition planning process and the postsecondary outcomes of the graduates. The graduates consisted of students who were enrolled in a special education program at a small rural southern school district who graduated in the year 2011. The results of the study indicate that many of the parents of the graduates perceived their children's IEP secondary transition planning process as inadequate in preparing the graduates for postsecondary success. (As Provided). |
| Anmerkungen | 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: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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