Student Engagement and Leadership of the Transition Planning Process

Autor/inn/en	Martin, James E.; Williams-Diehm, Kendra
Titel	Student Engagement and Leadership of the Transition Planning Process
Quelle	In: Career Development and Transition for Exceptional Individuals, 36 (2013) 1, S.43-50 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-1434
DOI	10.1177/2165143413476545
Schlagwörter	Learner Engagement; Student Leadership; Transitional Programs; Career Development; Individualized Education Programs; Student Participation; Self Determination; Program Development; Goal Orientation; Program Evaluation; Accessibility (for Disabled); Educational History; Intellectual History; Special Needs Students; Cooperative Planning + Suchen Sie Ihr Suchwort? Studentenwerk; Berufsentwicklung; Individualized education program; Individualisierendes Lernen; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Selbstbestimmung; Programmplanung; Zielorientierung; Zielvorstellung; Programme evaluation; Programmevaluation; Accessibility; Zugänglichkeit; History of education; Bildungsgeschichte; Geistesgeschichte; Sonderpädagogischer Förderbedarf
Abstract	The Council for Exceptional Children's Division on Career Development and Transition (DCDT) has been a longstanding leader and advocate in the field of secondary education for students with disabilities. This paper traces the history of student engagement in transition planning primarily through the lens of DCDT's journal "Career Development for Exceptional Individuals", now known as "Career Development and Transition for Exceptional Individuals". Student engagement in the transition planning process implies meaningful student participation in Individualized Education Plan (IEP) meetings, including both student leadership of IEP meetings and presenting IEP results during meetings, student engagement in the transition planning process, participation in and understanding of transition assessment results, and the attainment of annual IEP transition goals. The idea of student engagement in the transition planning process was initially delivered in a larger context, and then across the years, the topic became the primary focus of specific articles. We trace this development and conclude by speculating where student engagement in transition planning will go in the future. Suggestions are offered for both research and practice. (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	2017/4/10