Literaturnachweis - Detailanzeige
Autor/inn/en | Flannery, K. Brigid; Hellemn, Lisa A. |
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Titel | Building Strategically Aligned Individualized Education Programs for Transition |
Quelle | In: Journal of Special Education, 49 (2015) 2, S.67-76 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0022-4669 |
DOI | 10.1177/0022466914521771 |
Schlagwörter | Individualized Transition Plans; Alignment (Education); Faculty Development; Knowledge Level; Familiarity; Knowledge Base for Teaching; Program Effectiveness; Program Evaluation; Intervention; Units of Study; Secondary School Teachers; Schematic Studies; Concept Mapping; Capacity Building; Teacher Competencies; Individualized Education Programs; Federal Legislation; Educational Legislation; Disabilities; Equal Education; Qualitative Research; Interviews; National Longitudinal Transition Study of Special Education Students Wissensbasis; Teaching theory; Theory of teaching; Unterrichtstheorie; Programme evaluation; Programmevaluation; Lerneinheit; Schematheorie; Concept Map; Lehrkunst; Individualized education program; Individualisierendes Lernen; Bundesrecht; Bildungsrecht; Schulgesetz; Handicap; Behinderung; Qualitative Forschung; Interviewing; Interviewtechnik |
Abstract | The Individualized Education Programs (IEPs) for students 16 years of age or above must address specific transition components. Studies to date have focused on the presence and quality of these transition components, yet the alignment of these components and their role in leading the development of the IEP is just as critical. This qualitative study examines the change in teachers' understanding of and alignment between IEP components (i.e., present levels, annual goals, postsecondary goals, course of study) after participation in professional development. The results indicate that after the targeted intervention, teachers are more fluent in describing the components of the IEP, as well as in their awareness of alignment and ability to describe the relationship between these 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 |