The Effects of Computer-Based Instruction on the Transition Planning Process Knowledge of Parents of Students with Disabilities

Autor/inn/en	Rowe, Dawn A.; Test, David W.
Titel	The Effects of Computer-Based Instruction on the Transition Planning Process Knowledge of Parents of Students with Disabilities
Quelle	In: Research and Practice for Persons with Severe Disabilities (RPSD), 35 (2010) 3-4, S.102-115 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-7969
Schlagwörter	Transitional Programs; Disabilities; Planning; Parent Participation; Knowledge Level; Goal Orientation; High School Students; Individualized Education Programs; Social Development; Computer Uses in Education; Parent Education + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Ablaufplanung; Planungsprozess; Elternmitwirkung; Wissensbasis; Zielorientierung; Zielvorstellung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Individualized education program; Individualisierendes Lernen; Soziale Entwicklung; Computernutzung; Parents education; Elternbildung; Elternschule
Abstract	Enhancing parents' ability to make informed choices is important to successful transition planning for youth with disabilities. This study used a multiple probe design across content areas replicated across participants to examine the effects of a computer-based instructional program on acquisition of parents' knowledge of the transition planning process (i.e., postsecondary goals, transition services, and postsecondary transition service providers). Results suggested a functional relation between computer-based instruction and parent knowledge of postsecondary goals, transition services, and postsecondary transition service providers. Suggestions for future research and implications for practice are discussed. (Contains 6 figures.) (As Provided).
Anmerkungen	TASH. 1025 Vermont Avenue 7th Floor, Washington, DC 20005. Tel: 202-263-5600; Fax: 202-637-0138; Web site: http://www.tash.org/publications/rpsd/rpsd.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10