What Is Known about Schools' Transfer of Rights Practices for Students with Intellectual and Developmental Disabilities

Autor/inn/en	Landa, Cady; Smith, Matthew S.; Hall, Allison Cohen; Bose, Jen; Timmons, Jaimie C.; Stein, Michael Ashley
Titel	What Is Known about Schools' Transfer of Rights Practices for Students with Intellectual and Developmental Disabilities
Quelle	In: Journal of Special Education, 57 (2023) 3, S.142-151 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Smith, Matthew S.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/00224669221147256
Schlagwörter	Civil Rights; Students with Disabilities; Independent Living; Intellectual Disability; Public Policy; Educational Practices; Developmental Disabilities; Equal Education; Federal Legislation; Educational Legislation; Generalization; Misconceptions; State Policy; Special Education Teachers; Postsecondary Education; Employment; Parent Child Relationship; Research Reports; Specialists + Suchen Sie Ihr Suchwort? Bürgerrechte; Grundrechte; Zivilrecht; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Selbstverantwortung; Intellect; Verstand; Öffentliche Ordnung; Bildungspraxis; Entwicklungsstörung; Bundesrecht; Bildungsrecht; Schulgesetz; Missverständnis; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Post-secondary education; Tertiäre Bildung; Dienstverhältnis; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Research report; Forschungsbericht
Abstract	We performed a scoping review of literature on schools' transfer of rights practices under the Individuals with Disabilities Education Act (IDEA) with respect to students with intellectual and developmental disabilities. The review found only limited empirical evidence of how IDEA transfer of rights policies are implemented in schools and affect students and parents. We found a substantial disconnect between this limited empirical evidence and generalizations about school practice made in recent literature that is not empirically based. In addition, we found some misunderstanding of relevant federal policy and little attention to variation in states' policies and schools' practices. Further research is needed to understand the intersection of relevant public policy, school practice, and student postsecondary education, employment, and independent living outcomes. (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: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01