Literaturnachweis - Detailanzeige
| Autor/in | Campas, Kelley A. |
|---|---|
| Titel | A Case Study Comparing the Perceptions of Parents and Teachers When Developing an Intellectually Disabled Student's Transition Planning |
| Quelle | (2023), (123 Seiten)
PDF als Volltext Ed.D. Dissertation, Northcentral University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-3797-2883-0 |
| Schlagwörter | Hochschulschrift; Dissertation; Students with Disabilities; Intellectual Disability; Parents; Teachers; Parent Attitudes; Teacher Attitudes; Transitional Programs; Planning; Adults; Independent Living; Daily Living Skills; Criteria; Readiness |
| Abstract | Students with disabilities are entitled to an effective transition to post-school instruction, community commitment, employment opportunities, and living independently. They may require assistance from educators and parents in order to make that transition as successful as possible (Povenmire-Kirk et al., 2017). In the course of recent decades, research on transition practices has demonstrated that post school results of students with disabilities greatly improve when families, educators, students, and individuals from the community and associations cooperate to execute a wide point of view of transition planning, all the more properly alluded to as transition centered education (Flowers et al., 2018; Haber et al., 2016; Kohler et al., 2016; Plotner et al., 2017; Plotner et al., 2020; Taylor et al). Henninger and Taylor (2014) surveyed parents of children with an intellectual disability (ID) to discover what they considered effective transition to adulthood would resemble. The following themes were identified in the results of their research study: (a) having an occupation or useful job in society; (b) moving out of the home aside from the parent or guardian; (c) association with peers; (d) aptitudes required for effective every day working; (e) proceeding with academic or intellectual interests; (f) autonomy/independence with assistance; (g) productive relationships with the community; (h) mental well-being; (i) romantic connections or their potential beginning; and (j) physical well-being or security. As Henninger and Taylor (2014) indicated, the issues related to transition planning requires a closer look at effective transition planning outcomes for those with ID. As members of the transition team, parents have a voice in their child's specific learning needs, future planning, and specific intervention strategies. Students with ID may lack in forming positive relationships outside of the school setting and face a lack of community resources available to their needs. Students with ID will need the skills necessary for beginning a working life, social and community participation, establishing relationships with others, and learn how to live on their own. ID individuals need support and training to learn different types of employment that they may have an interest in. The active involvement of ID individuals can promote a positive outcome of the transition planning process (Schalock et al., 2012, Schippers et al., 2015, Van Heumen & Schippers, 2016). Teachers play critical roles in providing transition services for students that have disabilities such as: (a) informing students and families of the transition process and services, (b) coordinating transition services such as arranging meetings, (c) networking, (d) supporting students and their families in finding and applying for adult services agencies, and (e) developing the skills that students require for life after high school (e.g., daily living, vocational training, personal skills, social skills, and arranging work experiences (Park, 2018). Teachers may also have difficulties working with some families due to unrealistic expectations, denial of a student's disability, too demanding of support services for their child, lack of resource familiarity, and even dysfunction (Park, 2018). Park's (2018) research focused on preparing teachers of students with disabilities for their transition via community-based instruction. The arranging and implementation of an on-campus transition project for students with ID and its effect on preservice teachers who partook in the project as mentors of different types of employment. Information sources included college student diaries, educator field notes, open-ended questionnaires, and course assignments. Emergent topics demonstrated that college students increased their expectations of students with ID, became more mindful of attitudes toward and analysis of people with disabilities, supported the advantages of direct experience, and learned approaches to educate people with disabilities (Scott & Puglia, 2018). School Psychologists can assume a functional role in transition difficulties and programming events just as offer successful help techniques to meet post-secondary transition demands for those with ID (Wilczenski et al., 2017). School psychologists have a duty regarding considering life after graduating from high school for those with ID. They have to have an increased knowledge and uplifting perspectives toward change for those with an ID (Talapatra et al., 2018). In spite of the development in the transition process, students with disabilities continue to face barriers to seeking and maintaining beneficial employment, being accepted to and acquiring degrees from postsecondary educational facilities, and living independently within their communities (Trainer et al., 2016). Transition goals and their arrangement to individualized education programs and course content ought to be analyzed to decide the degree and means by which students who receive instruction that is connected to key domains of: obtaining employment, planning for postsecondary instruction, living independently, and relationship skills (Trainer et al., 2016). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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