Building Strategically Aligned Individualized Education Programs for Transition

Autor/inn/en	Flannery, K. Brigid; Hellemn, Lisa A.
Titel	Building Strategically Aligned Individualized Education Programs for Transition
Quelle	In: Journal of Special Education, 49 (2015) 2, S.67-76 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466914521771
Schlagwörter	Individualized Transition Plans; Alignment (Education); Faculty Development; Knowledge Level; Familiarity; Knowledge Base for Teaching; Program Effectiveness; Program Evaluation; Intervention; Units of Study; Secondary School Teachers; Schematic Studies; Concept Mapping; Capacity Building; Teacher Competencies; Individualized Education Programs; Federal Legislation; Educational Legislation; Disabilities; Equal Education; Qualitative Research; Interviews; National Longitudinal Transition Study of Special Education Students + Suchen Sie Ihr Suchwort? Wissensbasis; Teaching theory; Theory of teaching; Unterrichtstheorie; Programme evaluation; Programmevaluation; Lerneinheit; Schematheorie; Concept Map; Lehrkunst; Individualized education program; Individualisierendes Lernen; Bundesrecht; Bildungsrecht; Schulgesetz; Handicap; Behinderung; Qualitative Forschung; Interviewing; Interviewtechnik
Abstract	The Individualized Education Programs (IEPs) for students 16 years of age or above must address specific transition components. Studies to date have focused on the presence and quality of these transition components, yet the alignment of these components and their role in leading the development of the IEP is just as critical. This qualitative study examines the change in teachers' understanding of and alignment between IEP components (i.e., present levels, annual goals, postsecondary goals, course of study) after participation in professional development. The results indicate that after the targeted intervention, teachers are more fluent in describing the components of the IEP, as well as in their awareness of alignment and ability to describe the relationship between these components. (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