Transition Assessment and Planning for Youth with Severe Intellectual and Developmental Disabilities

Autor/inn/en	Carter, Erik W.; Brock, Matthew E.; Trainor, Audrey A.
Titel	Transition Assessment and Planning for Youth with Severe Intellectual and Developmental Disabilities
Quelle	In: Journal of Special Education, 47 (2014) 4, S.245-255 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466912456241
Schlagwörter	Transitional Programs; Planning; Severe Mental Retardation; Developmental Disabilities; Severe Disabilities; Teacher Attitudes; Parent Attitudes; Alternative Assessment; Student Needs; High School Students; Student Characteristics; Leisure Time; Interpersonal Relationship; Communication Skills; Health; Self Determination; Employment Level; Daily Living Skills; Postsecondary Education + Suchen Sie Ihr Suchwort? Ablaufplanung; Planungsprozess; Entwicklungsstörung; Severe disability; Schwerbehinderung; Lehrerverhalten; Elternverhalten; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Freizeit; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Kommunikationsstil; Gesundheit; Selbstbestimmung; Beschäftigungsgrad; Alltagsfertigkeit; Post-secondary education; Tertiäre Bildung
Abstract	Although federal law now mandates age-appropriate transition assessment as a key component of high-quality transition planning, little research exists to guide educators on what they might learn when undertaking this process. In this study, the authors examined teacher and parent assessments of the transition-related strengths and needs of 134 youth with severe intellectual and developmental disabilities who were eligible for the state's alternate assessment. The perspectives of teachers and parents regarding the transition-related strengths and needs of particular students often diverged in key ways. Students with severe disabilities were perceived as having a range of transition-related strengths across the nine transition domains. Although a number of transition-related needs were identified by teachers, the transition profiles of individual students within this sample were quite heterogeneous. The authors offer recommendations for strengthening the transition assessment and planning process by incorporating multiple perspectives, and present important directions for future research on transition assessment. (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