Transition Strengths and Needs of High School Students with Emotional and Behavioral Disorders

Autor/inn/en	Yeager, Kristopher Hawk; Morgan, Joseph John; Brown, Monica R.; Higgins, Kyle; Jackson, Iesha
Titel	Transition Strengths and Needs of High School Students with Emotional and Behavioral Disorders
Quelle	In: Career Development and Transition for Exceptional Individuals, 44 (2021) 4, S.241-252 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-1434
DOI	10.1177/2165143420988527
Schlagwörter	High School Students; Emotional Disturbances; Behavior Disorders; Transitional Programs; Students with Disabilities; Special Education; Student Attitudes; Teacher Attitudes; High School Teachers; Individualized Education Programs; Individualized Transition Plans; Affordances; Student Needs + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Gefühlsstörung; Disability; Disabilities; Behinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Schülerverhalten; Lehrerverhalten; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Individualized education program; Individualisierendes Lernen
Abstract	A strengths-based approach to transition assessment and planning can ensure that special education services are person-centered. To better understand the strengths and needs of students with emotional and behavioral disorders (EBD), we compared the perceptions of students and their teachers from three public high schools. A convergent mixed-methods analysis of transition assessments, interviews, and educational documents revealed significant differences between perspectives. On the "Transition Planning Inventory-2," student ratings (n = 8) were higher than teacher ratings (n = 8) on 8 out of 11 domains. Interview transcripts and transition plan documents revealed differences in strengths and needs related to career-related skills, academic subjects and skills, and personal characteristics. Based on these findings, we provide suggestions for further research and implications for practice. (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	2024/1/01