Aligning Transition Services with Secondary Education Reform: A Position Statement of the Division on Career Development and Transition

Autor/inn/en	Morningstar, Mary E.; Bassett, Diane S.; Kochhar-Bryant, Carol; Cashman, Joanne; Wehmeyer, Michael L.
Titel	Aligning Transition Services with Secondary Education Reform: A Position Statement of the Division on Career Development and Transition
Quelle	In: Career Development and Transition for Exceptional Individuals, 35 (2012) 3, S.132-142 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-1434
DOI	10.1177/2165143412454915
Schlagwörter	Educational Change; Transitional Programs; Alignment (Education); Educational Policy; Advocacy; Response to Intervention; Secondary School Teachers; Parent Teacher Cooperation; Teacher Student Relationship; Students with Disabilities; Educational Legislation; Federal Legislation; Equal Education; Educational Planning + Suchen Sie Ihr Suchwort? Bildungsreform; Politics of education; Bildungspolitik; Sozialanwaltschaft; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Teacher student relationships; Lehrer-Schüler-Beziehung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Bildungsrecht; Schulgesetz; Bundesrecht; Bildungsplanung
Abstract	Society has witnessed significant improvements in the lives of students receiving transition services over the past 30 years. The field of transition has developed an array of evidence-based interventions and promising practices; however, secondary school reform efforts have often overlooked these approaches for youth without disabilities. If we are to see improvements in postsecondary outcomes for all youth, reform efforts must begin with active participation of general and special educators and critical home, school, and community stakeholders. In this article, the authors discuss the evolution of transition in light of reform efforts in secondary education. They review and identify secondary educational initiatives that embrace transition principles. Finally, recommendations are provided for advancing alignment of transition services with secondary education reforms. (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