Transition Outcomes Project: Perceptions of School Personnel Explored through a Multiple Case Study

Autor/inn/en	Finn, Jane E.; Kohler, Paula D.
Titel	Transition Outcomes Project: Perceptions of School Personnel Explored through a Multiple Case Study
Quelle	In: Journal of Ethnographic & Qualitative Research, 4 (2010) 2, S.95-107 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-3308
Schlagwörter	Transitional Programs; Disabilities; School Personnel; Attitudes; School Districts; Parent Participation; Program Implementation; Program Evaluation; Daily Living Skills; Qualitative Research; Best Practices; Federal Legislation; Compliance (Legal); Models; Parent School Relationship; Individualized Education Programs; Social Desirability; Case Studies; Nebraska; Wisconsin; Wyoming + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Schulpersonal; Attitude; Einstellung; Verhalten; School district; Schulbezirk; Elternmitwirkung; Programme evaluation; Programmevaluation; Alltagsfertigkeit; Qualitative Forschung; Bundesrecht; Analogiemodell; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Individualized education program; Individualisierendes Lernen; Soziales Bedürfnis; Case study; Fallstudie; Case Study
Abstract	This qualitative study investigated the perceptions of 8 Local Education Agency (LEA) personnel who implemented the Transition Outcomes Project (TOP) in a midwestern state. These personnel represented 100% of the state LEAs who instigated the pilot of TOP in the participating state. Findings showed that TOP had 3 major positive effects: greater understanding of IDEA's transition requirements, enhancement of student participation in the planning process, and improved interagency and interdisciplinary collaboration. Outcomes consisted of better focused transition meetings, improved perceptions concerning the ability of students with disabilities, more parent participation at meetings, and improved compliance. Results also showed that "best practices" in transition were implemented, including formal and informal assessments, life skills instruction, and staff training on transition components. (Contains 1 table.) (As Provided).
Anmerkungen	Cedarville University. 251 North Main Street, Cedarville, OH 45314. Tel: 937-766-3242; Fax: 937-766-7971; e-mail: jeqr@comcast.net; Web site: http://www.cedarville.edu/jeqr
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10