An Exploratory Survey of Transition Teaching Practices: Results from a National Sample

Autor/in	Pham, Yen K.
Titel	An Exploratory Survey of Transition Teaching Practices: Results from a National Sample
Quelle	In: Career Development and Transition for Exceptional Individuals, 36 (2013) 3, S.163-173 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-1434
DOI	10.1177/2165143412464516
Schlagwörter	Special Education; Special Education Teachers; Secondary School Teachers; Disabilities; Student Behavior; Outcomes of Education; Self Advocacy; Goal Orientation; Educational Attainment; Models; Transitional Programs; Individualized Education Programs; Educational Legislation; Federal Legislation; Comparative Analysis; Measures (Individuals); Predictor Variables; Factor Analysis; Statistical Analysis; Teacher Surveys + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Handicap; Behinderung; Student behaviour; Schülerverhalten; Lernleistung; Schulerfolg; Selbstbehauptung; Zielorientierung; Zielvorstellung; Bildungsabschluss; Bildungsgut; Analogiemodell; Individualized education program; Individualisierendes Lernen; Bildungsrecht; Schulgesetz; Bundesrecht; Messdaten; Prädiktor; Faktorenanalyse; Statistische Analyse
Abstract	This study used multilevel modeling to examine the extent to which secondary special educators promoted nonacademic behaviors that were positively linked to postschool outcomes for students with disabilities, including self-advocacy, goal setting and attainment, disability awareness, employment, and utilization of supports. Respondents were 248 special educators in 20 states. Results showed that between-state factors accounted for significant variance in transition practices and that teachers reported teaching skills related to disability awareness, self-advocacy, goal setting and attainment, and utilization of supports more frequently than those related to employment. Limitations of the study, suggestions for future research, and implications for practice are discussed. (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