"Close the Door on Your Way Out": Parent Perspectives on Supported Transition Planning for Young People with Special Educational Needs and Disabilities in Ireland

Autor/inn/en	Doyle, Alison; Mc Guckin, Conor; Shevlin, Michael
Titel	"Close the Door on Your Way Out": Parent Perspectives on Supported Transition Planning for Young People with Special Educational Needs and Disabilities in Ireland
Quelle	In: Journal of Research in Special Educational Needs, 17 (2017) 4, S.274-281 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Doyle, Alison)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1471-3802
DOI	10.1111/1471-3802.12385
Schlagwörter	Foreign Countries; Parent Attitudes; Individualized Transition Plans; Disabilities; Secondary School Students; Parent Surveys; Interviews; Ireland + Suchen Sie Ihr Suchwort? Ausland; Elternverhalten; Handicap; Behinderung; Sekundarschüler; Interviewing; Interviewtechnik; Irland
Abstract	Students with Special Educational Needs and Disabilities encounter complex and circuitous transitions from post-primary settings to Higher Education. In Ireland, inequitable access to Individual Education Plans, and a lack of policy infrastructure to provide formal transition planning, means that these journeys are varied and uncertain. This study presents findings from surveys completed by parents supporting students with disabilities in their final 3 years of mainstream secondary school (n = 69), and in-depth interviews with a self-selected subset of parents (n = 8). Results point to: (i) disparate levels and quality of support and guidance, (ii) fissures in communication channels between parents and schools, (iii) insufficient awareness and understanding of the interplay between disability and successful post-school outcomes, and (iv) high levels of stress, anxiety and frustration experienced by students, parents and carers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01