A Survey of Transition Needs of Students with Behavior Disorders in the Midwest.

Autor/in	Bateman, David F.
Titel	A Survey of Transition Needs of Students with Behavior Disorders in the Midwest.
Quelle	(1996), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Behavior Disorders; Daily Living Skills; Disabilities; Education Work Relationship; Educational Legislation; Educational Needs; Emotional Disturbances; High Risk Students; Individualized Education Programs; Interpersonal Competence; Secondary Education; Secondary School Students; Secondary School Teachers; Special Needs Students; Teacher Attitudes; Vocational Education + Suchen Sie Ihr Suchwort? Alltagsfertigkeit; Handicap; Behinderung; Bildungsrecht; Schulgesetz; Educational need; Bildungsbedarf; Gefühlsstörung; Problemschüler; Individualized education program; Individualisierendes Lernen; Interpersonale Kompetenz; Sekundarbereich; Sekundarschüler; Sonderpädagogischer Förderbedarf; Lehrerverhalten; Ausbildung; Berufsbildung
Abstract	This paper addresses the need for transitional services for students with behavior problems. "Seriously emotionally disturbed" is an educational term related primarily to learning problems exhibited by students as a consequence of their emotional or behavioral problems. Follow-up studies of students with emotional and behavioral disorders indicate that this population tends to drop out of school, experience a high rate of unemployment or underemployment, encounter problems with the law, and receive little assistance from community agencies upon leaving school. The Individuals with Disabilities Education Act of 1990 requires state and local education agencies to include an individualized educational plan (IEP) for all disabled secondary school students that addresses plans for graduation as well as future needs and goals pertaining to independent adult living. A survey of secondary school teachers of students with behavior disorders in the Midwest revealed that the biggest problems in transitioning such students were related to lack of social skills, lack of self-awareness and responsibility, lack of daily functional skills, lack of support, and teaching barriers. A successful transition program must incorporate vocational preparation activities, social skills and self-awareness training, and independent living skills. Administration of a transition planning assessment and a parent transition questionnaire are helpful in preparing goals for the transition component of the IEP. Equally important is the transition specialist who coordinates services for students and their families. (Contains 17 references.) (LP)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC