Transition Goals for Youth with Social, Emotional, and Behavioral Problems: Parent and Student Knowledge

Autor/inn/en	Harrison, Judith R.; State, Talida M.; Wills, Howard P.; Custer, Beth A.; Miller, Elaine
Titel	Transition Goals for Youth with Social, Emotional, and Behavioral Problems: Parent and Student Knowledge
Quelle	In: Preventing School Failure, 61 (2017) 3, S.248-257 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
DOI	10.1080/1045988X.2016.1266596
Schlagwörter	Individualized Transition Plans; High School Students; Individualized Education Programs; Parents; Student Participation; Parent Participation; Knowledge Level; Student Educational Objectives; Career Choice; Behavior Disorders; Emotional Disturbances; Kansas; Missouri; Ohio; Pennsylvania; South Carolina + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Individualized education program; Individualisierendes Lernen; Eltern; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Elternmitwirkung; Wissensbasis; Gefühlsstörung
Abstract	Transition planning is a mandated component of individualized education plans (IEPs) designed to ensure successful transition to adult life for students with disabilities. Students with social, emotional, and behavioral (SEB) needs experience poor post-school outcomes, suggesting a need for more effective transition planning. This study evaluated student and parent knowledge of employment and training goals in IEPs and the match between goals and student future planning. Ninety-three high school students and parents reported their IEP participation and knowledge of goals and responses were compared to goals in their IEPs. Results indicated that students and parents had limited knowledge of goals and a low match between the goals and student's future plans. Transition goals were frequently broad in relation to student specific future plans, potentially indicating a lack of student input and consideration of student interests and preferences in transition planning. Recommendations are discussed to help teachers, parents, and students increase meaningful involvement in the transition planning process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01