Partnering for Success: Leveraging Legislation for Transitioning Students with Intellectual Disabilities

Autor/inn/en	Talapatra, Devadrita; Snider, Laurel A.
Titel	Partnering for Success: Leveraging Legislation for Transitioning Students with Intellectual Disabilities
Quelle	In: Contemporary School Psychology, 26 (2022) 3, S.309-320 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Talapatra, Devadrita)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2159-2020
DOI	10.1007/s40688-020-00347-0
Schlagwörter	Intellectual Disability; Developmental Disabilities; Federal Legislation; Transitional Programs; School Personnel; Family School Relationship; School Community Relationship; Student Needs; Special Education Teachers; School Psychologists + Suchen Sie Ihr Suchwort? Intellect; Disability; Disabilities; Verstand; Behinderung; Entwicklungsstörung; Bundesrecht; Schulpersonal; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule
Abstract	Students with intellectual and developmental disabilities (IDD) are incredibly vulnerable to poor post-school outcomes. Two mandates, the Higher Education Opportunity Act and Workforce Innovation and Opportunity Act, have emerged that may provide avenues to counter the discrepancy between the desire for career and college paths and actualization of employment and enrollment. The authors explore these legislative acts, their impact on transition services for students with IDD, and how school personnel can collaborate to create family, school, and community partnerships. Based on these acts, a practice framework, and the unique transition needs of students with IDD, practice recommendations are provided. Specific strategies for promoting application of these laws in the school setting are offered. Special attention is given to the partnership between special educators and school psychologists to help them navigate the legal implications for students with IDD and their families. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01