Person-Centered Transition Planning for Youth on the Autism Spectrum: What Are We Still Missing?

Autor/inn/en	Lee, Chung Eun; Kim, Jennifer G.
Titel	Person-Centered Transition Planning for Youth on the Autism Spectrum: What Are We Still Missing?
Quelle	In: Exceptionality, 30 (2022) 3, S.173-186 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lee, Chung Eun)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0936-2835
DOI	10.1080/09362835.2021.1938065
Schlagwörter	Individualized Education Programs; Cooperative Planning; Transitional Programs; Autism Spectrum Disorders; Students with Disabilities; Parent Participation; Student Participation; Professional Personnel; Self Determination; Motivation; Personal Autonomy; Competence; Teacher Student Relationship; Anxiety; Severity (of Disability); Parent Role; Knowledge Level; Advocacy; Teacher Role; Student Evaluation; Progress Monitoring; Interpersonal Communication; Agency Cooperation; Resources; COVID-19; Pandemics; Alabama; Florida; Georgia; Indiana; Nebraska; North Carolina; Pennsylvania; Virginia; Tennessee; Texas; Washington + Suchen Sie Ihr Suchwort? Individualized education program; Individualisierendes Lernen; Autism; Autismus; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Elternmitwirkung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Personalbestand; Selbstbestimmung; psychologische; Motivation (psychologisch); Individuelle Autonomie; Kompetenz; Teacher student relationships; Lehrer-Schüler-Beziehung; Angst; Schweregrad; Parental role; Elternrolle; Wissensbasis; Sozialanwaltschaft; Lehrerrolle; Schulnote; Studentische Bewertung; Interpersonale Kommunikation; Betriebsmittel; Hilfsmittel
Abstract	The person-centered individualized education program (IEP) transition planning has emerged as a primary indicator of quality services, and as a predictor for successful post-school outcomes for transition-age youth with autism spectrum disorders (ASD). However, these person-centered transition practices are not uniformly implemented across the United States. Using a combined Self-Determination Theory and Ecological Systems Theory, we examined the facilitators and barriers of implementing the person-centered transition practices for youth with ASD. We conducted interviews with 21 stakeholders including youth with ASD, parents, and professionals. The current findings indicated that person-centered transition planning practices for youth with ASD showed inconsistencies and areas of need for improvement. Four key factor levels were identified based on a theoretical framework: individual level, microsystem, mesosystem, and exosystem. There were multifaceted and dynamic transactional relationships across multiple individual- and systemic-factors with respect to the person-centered IEP transition planning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01