Literaturnachweis - Detailanzeige
| Autor/inn/en | Trainor, Audrey A.; Morningstar, Mary E.; Murray, Angela |
|---|---|
| Titel | Characteristics of Transition Planning and Services for Students with High-Incidence Disabilities |
| Quelle | In: Learning Disability Quarterly, 39 (2016) 2, S.113-124 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0731-9487 |
| DOI | 10.1177/0731948715607348 |
| Schlagwörter | Transitional Programs; National Surveys; Longitudinal Studies; Incidence; Disabilities; Related Services (Special Education); Adolescents; Secondary School Students; Program Descriptions; Program Implementation; Stakeholders; Needs Assessment; Individualized Transition Plans; Accessibility (for Disabled); Statistical Analysis; National Longitudinal Transition Study of Special Education Students |
| Abstract | Transition planning is conceptually and empirically linked to successful postschool outcomes for adolescents with disabilities and has been legally mandated for more than two decades. Unfortunately, young adults with high-incidence disabilities, including learning disabilities (LD), emotional disabilities (ED), and attention-deficit/hyperactivity disorder (ADHD), continue to experience poor postschool outcomes. Using a secondary analysis of the second National Longitudinal Transition Study (NLTS2), this study examined both the quality and characteristics of transition plans for a nationally representative group of adolescents with high-incidence disabilities and the extent to which transition planning and services were similar across the three high-incidence disabilities. Findings indicate that a majority of students with high-incidence disabilities have transition plans and that key stakeholders participated in planning meetings. Findings also support the inclusion of adolescents with LD, ED, and ADHD in the larger category of high-incidence disabilities. Implications include further examination of the disparate relationship between planning and outcomes. (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 |
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