Partnership Bound: Using MAPS with Transitioning Students and Families from All Backgrounds

Autor/inn/en	Haines, Shana J.; Francis, Grace L.; Shepherd, Katharine G.; Ziegler, Meg; Mabika, Goma
Titel	Partnership Bound: Using MAPS with Transitioning Students and Families from All Backgrounds
Quelle	In: Career Development and Transition for Exceptional Individuals, 41 (2018) 2, S.122-126 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-1434
DOI	10.1177/2165143417698123
Schlagwörter	Disabilities; Individualized Transition Plans; Planning; Family School Relationship; Family Involvement; Program Implementation; High School Students + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Ablaufplanung; Planungsprozess; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	The McGill Action Planning System (also referred to as Making Action Plans or MAPS) is a supportive, strengths-based process that enables teams to understand each other and work together to support students in achieving their dreams. This process can work very well with all transitioning students with disabilities and their families, including those who are culturally and linguistically diverse (including refugees and immigrants), as it brings together school personnel, community members, and family members who support the student, and each participant can learn from the others. This article explains nine steps required to implement MAPS with families whose children have disabilities. (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	2020/1/01