Student-Directed Transition Planning: Increasing Student Knowledge and Self-Efficacy in the Transition Planning Process

Autor/inn/en	Woods, Lee L.; Sylvester, Lorraine; Martin, James E.
Titel	Student-Directed Transition Planning: Increasing Student Knowledge and Self-Efficacy in the Transition Planning Process
Quelle	In: Career Development for Exceptional Individuals, 33 (2010) 2, S.106-114 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-7288
DOI	10.1177/0885728810368056
Schlagwörter	Transitional Programs; Individualized Education Programs; Self Efficacy; Student Participation; Cooperative Planning; Self Determination; Secondary School Students; Intervention; Comparative Analysis; Knowledge Level; Teamwork; Adolescents; Rural Schools; Urban Schools; Special Schools + Suchen Sie Ihr Suchwort? Individualized education program; Individualisierendes Lernen; Self-efficacy; Selbstwirksamkeit; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Selbstbestimmung; Sekundarschüler; Wissensbasis; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Urban area; Urban areas; Stadtregion; Stadt; Special school; Sonderschule
Abstract	This study examined the effectiveness of a new school to adult life transition planning lesson package titled "Student-Directed Transition Planning". The "Student-Directed Transition Planning" lessons teach transition terms and concepts to provide a means to increase self-determination skills and student participation in transition IEP (Individualized Education Program) meeting discussions. An experimental pre-post design utilizing random assignment of secondary-aged students with IEPs determined differences between intervention and control groups in knowledge of transition terms and concepts, and self-efficacy perceptions of the transition planning process. Study results indicated that students receiving "Student-Directed Transition Planning" instruction experienced a statistically significant knowledge gain, and an increase in perceived self-efficacy in 7 out of 10 transition planning process indicators. (Contains 5 tables.) (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	2017/4/10