Transition Planning/Coordinating Interventions for Youth with Disabilities: A Systematic Review

Autor/inn/en	Cobb, R. Brian; Alwell, Morgen
Titel	Transition Planning/Coordinating Interventions for Youth with Disabilities: A Systematic Review
Quelle	In: Career Development for Exceptional Individuals, 32 (2009) 2, S.70-81 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-7288
DOI	10.1177/0885728809336655
Schlagwörter	Family Involvement; Disabilities; Student Development; Intervention; Secondary School Students; Self Efficacy; Federal Legislation; Adolescents; Late Adolescents; Effect Size; Self Determination; Dropouts; Dropout Prevention; Career Development; Learning Disabilities; Head Injuries; Neurological Impairments; Behavior Disorders; Cerebral Palsy; Emotional Disturbances; Mental Retardation; Pretests Posttests; Individualized Education Programs; Meta Analysis; Career Planning + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Sekundarschüler; Self-efficacy; Selbstwirksamkeit; Bundesrecht; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Halbstarker; Selbstbestimmung; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Berufsentwicklung; Learning handicap; Lernbehinderung; Kopfverletzung; Neurodegenerative Erkrankung; Hirnlähmung; Gefühlsstörung; Geistige Behinderung; Individualized education program; Individualisierendes Lernen; Meta-analysis; Metaanalyse; Karriereplanung
Abstract	The relationship between transition planning/coordinating interventions and transition outcomes for secondary-aged youth with disabilities was explored in this systematic review. A total of 31 studies intervening with 859 youth with a wide variety of disabilities were reviewed. Using the transition intervention framework of Kohler and Field (2003) the findings of this review support the efficacy of student-focused planning and student-development interventions in improving the transition-related outcomes for youth with disabilities. There were not an adequate number of studies meeting minimal standards of methodological adequacy to assess the efficacy of family involvement, collaborative service delivery, and program structure interventions. Implications for practice are suggested as well as directions to the reader to locate more detailed descriptions of how several interventions associated with student-focused planning and some areas of student development might be acquired and implemented in secondary educational environments. (Contains 3 tables.) (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	2017/4/10