Transition Services: Building Successful Collaborations among School Professionals

Autor/inn/en	Frazier, Kimberly F.; Perryman, Kristi L.; Kucharczyk, Suzanne
Titel	Transition Services: Building Successful Collaborations among School Professionals
Quelle	In: Journal of School-Based Counseling Policy and Evaluation, 2 (2020) 2, S.131-140, Artikel 4 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2688-6189
Schlagwörter	Transitional Programs; Individualized Education Programs; Students with Disabilities; Partnerships in Education; Interdisciplinary Approach; Secondary School Students; Interprofessional Relationship; Special Education Teachers; Regular and Special Education Relationship; School Counselors; Community Resources; Employment Services + Suchen Sie Ihr Suchwort? Individualized education program; Individualisierendes Lernen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Hochschulpartnerschaft; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Sekundarschüler; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; School counselor; Beratungslehrer; Pädagogischer Berater; Employment service; Arbeitsvermittlung
Abstract	Students who have significant disabilities have the same aspirations as their non-disabled peers: living productive, enriched, and self-determined lives. Adolescent-to-adulthood transition services have the potential to help position students with disabilities to obtain the best possible outcomes, thereby helping them lead full and included adult lives. It is vital that school and community-based support professionals act in concert with students with significant disabilities and their families to develop and implement successful transition services. This article discusses how partnerships across disciplines can help position students with disabilities for the best possible outcomes during the crucial period of their transition from the United States secondary school setting to adulthood. Perspectives and suggestions are presented for working collaboratively across fields to ensure successful transitions within the scope of practice of each professional area. (As Provided).
Anmerkungen	International Society for Policy Research and Evaluation in School-Based Counseling. William & Mary School of Education, P.O. Box 8795, Williamsburg, VA 23187. e-mail: JSCPEOnline@gmail.com; Web site: https://scholarworks.wm.edu/jscpe/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01