Adolescence: A Period of Transition

Autor/inn/en	Landmark, Leena Jo; Geye, Trina
Titel	Adolescence: A Period of Transition
Quelle	In: Journal of the American Academy of Special Education Professionals, (2014), S.107-122 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-7466
Schlagwörter	Adolescent Development; Special Education; Special Education Teachers; Teacher Role; Individual Development; Disabilities; Individualized Education Programs; Developmental Psychology; Case Studies; Federal Legislation; Equal Education; Educational Legislation; Transitional Programs; Developmentally Appropriate Practices; Student Educational Objectives; Daily Living Skills; Program Development; Measurement; Needs Assessment + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Lehrerrolle; Individuelle Entwicklung; Handicap; Behinderung; Individualized education program; Individualisierendes Lernen; Entwicklungspsychologie; Case study; Fallstudie; Case Study; Bundesrecht; Bildungsrecht; Schulgesetz; Entwicklungsbezogene Bildung; Alltagsfertigkeit; Programmplanung; Messverfahren; Bedarfsermittlung
Abstract	Because of the important role secondary special educators have in the transition to adulthood of adolescents with disabilities, it behooves educators to have an understanding of human development. The lifespan perspective on human development is particularly relevant to transition planning. Individuals with a lifespan perspective believe development to be lifelong, multidimensional, multidirectional, and plastic (Baltes, Reese, & Lipsitt, 1980). By viewing transition planning through a lifespan developmental lens, educators are able to enhance the transition process and more comprehensively prepare their students with disabilities for adulthood. This article describes how the lifespan perspective impacts transition planning and provides an illustration of how a special education teacher can use this framework to develop a student's transition portions of the Individualized Education Program. (As Provided).
Anmerkungen	American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: editor@aasep.org; Web site: http://www.aasep.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2018/2/05