Preparing for Their Future: Perspectives of High School Students with Learning Disabilities about Transition Planning

Autor/inn/en	Cavendish, Wendy; Connor, David J.; Olander, Louis; Hallaran, Armineh
Titel	Preparing for Their Future: Perspectives of High School Students with Learning Disabilities about Transition Planning
Quelle	In: Exceptionality, 28 (2020) 5, S.349-361 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cavendish, Wendy) ORCID (Connor, David J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0936-2835
DOI	10.1080/09362835.2019.1625777
Schlagwörter	High School Students; Students with Disabilities; Learning Disabilities; Student Attitudes; Student Participation; Personal Autonomy; Individualized Transition Plans; Individualized Education Programs; School Role; Parent Participation; College Preparation; Career Readiness; Course Selection (Students); Long Range Planning; Urban Schools; Special Education; Graduation Requirements + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Disability; Disabilities; Behinderung; Learning handicap; Lernbehinderung; Schülerverhalten; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Individuelle Autonomie; Individualized education program; Individualisierendes Lernen; Elternmitwirkung; Course selection; Kurswahl; Langfristige Planung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Special needs education; Sonderpädagogik; Sonderschulwesen; Abschlussordnung
Abstract	High school students perspectives related to school facilitation of involvement of students in the transition process were examined. Qualitative interviews with 40 high school students with Learning Disabilities (LD) were conducted using a semi-structured interview protocol and a constant comparative approach was used in data coding. Qualitative analysis of interview data resulted in the emergence of three primary themes based on student perceptions of what works in transition planning related to: (1) diploma options and course choice; (2) meaningful Individualized Education Program and Transition Plan involvement; and (3) opportunities to explore transition domains of career and college preparation. Implications for practice include a discussion of ways in which schools can facilitate meaningful student involvement in transition planning for graduation and post-school success. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01