Special Education Transition Predictors for Post-School Success: Findings from the Field

Autor/inn/en	Sprunger, Nikki S.; Harvey, Michael W.; Quick, Marilynn M.
Titel	Special Education Transition Predictors for Post-School Success: Findings from the Field
Quelle	In: Preventing School Failure, 62 (2018) 2, S.116-128 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
DOI	10.1080/1045988X.2017.1393789
Schlagwörter	Secondary Schools; Secondary School Students; Disabilities; Transitional Programs; Planning; Attitude Measures; Administrators; Special Education Teachers; Knowledge Level; Program Effectiveness; Predictor Variables; Use Studies; Agency Cooperation; Employment Level; Work Study Programs; Readiness; Access to Education; Surveys; Evidence; Likert Scales; Statistical Analysis; Equal Education; Educational Legislation; Federal Legislation; Indiana + Suchen Sie Ihr Suchwort? Sekundarschule; Sekundarschüler; Handicap; Behinderung; Ablaufplanung; Planungsprozess; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Wissensbasis; Prädiktor; Benutzerschulung; Beschäftigungsgrad; Education; Access; Bildung; Zugang; Bildungszugang; Survey; Umfrage; Befragung; Evidenz; Likert-Skala; Statistische Analyse; Bildungsrecht; Schulgesetz; Bundesrecht
Abstract	Legislation has mandated that secondary schools provide services for students with disabilities that prepare them for independent living, employment, and/or post-secondary education (IDEA, 2004). This study examined the perceptions of special education directors, assistant directors/program coordinators, and secondary special education teachers concerning the current knowledge, usage, and effectiveness of evidenced-based transition predictors in Indiana and their impact on post-school outcomes. The results indicate that there is agreement among the respondents of the knowledge, utilization, and effectiveness of the 16 transition predictors. However, programs of study, inter-agency collaboration, paid employment/work experiences, and work study programs were identified as a concern. Recommendations to improve transition practice and additional research are made for future success. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01