The Impact of Professional Development on the Quality of the Transition Components of IEPs

Autor/inn/en	Flannery, K. Brigid; Lombardi, Allison; Kato, Mimi McGrath
Titel	The Impact of Professional Development on the Quality of the Transition Components of IEPs
Quelle	In: Career Development and Transition for Exceptional Individuals, 38 (2015) 1, S.14-24 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-1434
DOI	10.1177/2165143413489727
Schlagwörter	Educational Quality; Transitional Programs; Faculty Development; Secondary School Teachers; Individualized Education Programs; Inclusion; Pretests Posttests; Program Effectiveness; Program Evaluation; Related Services (Special Education); Special Education Teachers; Educational Practices; Developmental Studies Programs; Capacity Building; Content Analysis; Teacher Developed Materials + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Individualized education program; Individualisierendes Lernen; Inklusion; Programme evaluation; Programmevaluation; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Bildungspraxis; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Inhaltsanalyse
Abstract	Under the Individuals With Disabilities Education Act (IDEA), transition needs and services are to be discussed as part of the Individual Education Program (IEP) planning process, and decisions based on students' future goals are to be documented in the IEP. These transition requirements were included in IDEA in order to plan with the student, family, school, and agencies; assist students to see the path to the future; and increase their success post high school. In this study, 27 secondary teachers received professional development (PD) on the transition components in the IEP. The impact on the inclusion and quality of these components was evaluated using 302 IEPs collected before and after the PD. Preliminary findings show promise in positively affecting the IEP components. (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