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Autor/inn/enCumming, Therese M.; Strnadová, Iva
TitelTransitioning Back to Mainstream Education: The Flexible Integration Model
QuelleIn: Australasian Journal of Special Education, 41 (2017) 1, S.51-67 (17 Seiten)Infoseite zur Zeitschrift
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ZusatzinformationORCID (Cumming, Therese M.)
ORCID (Strnadová, Iva)
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1030-0112
SchlagwörterForeign Countries; Case Studies; Mainstreaming; Transitional Programs; Special Schools; Models; Behavior Disorders; Emotional Disturbances; Program Implementation; Australia
AbstractThe implementation of a transition model, the flexible integration model, was investigated in a school in Sydney, Australia, using an exploratory single case study design (Rowley, 2002). It is a person-centred model designed to assist students in transitioning from a special school for students with emotional and behavioural disabilities to mainstream settings. Students enrol in mainstream classes in areas that interest them academically and vocationally, while receiving support in developing the necessary social and behavioural skills to successfully fully transition to mainstream and post-school settings. The model, based on the person-centred planning framework, was implemented with 1 student during the last 2 terms of a school year. The outcomes and effectiveness of adopting the model were evaluated by analysing the student's behaviour and attendance, and interviews with principals, teachers, and paraprofessionals. Results indicated improvement in the student's behaviour, attendance, and interpersonal skills. (As Provided).
AnmerkungenCambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994-2133. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: http://journals.cambridge.org
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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