An Examination of Transition Planning Documents Using Kohler's Model for Successful Transition Planning with Classified Special Education Students

Autor/in	Aiello, Angela
Titel	An Examination of Transition Planning Documents Using Kohler's Model for Successful Transition Planning with Classified Special Education Students
Quelle	(2011), (127 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, St. John's University (New York), School of Education and Human Services
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2679-2697-5
Schlagwörter	Hochschulschrift; Dissertation; Special Education; Transitional Programs; Planning; Program Implementation; Models; High School Students; Student Development; Family Involvement; Agency Cooperation; Stakeholders; Attitudes; Special Education Teachers; Social Work; Caseworkers; School Psychologists; School Counselors; Check Lists; Student Personnel Workers + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Special needs education; Sonderpädagogik; Sonderschulwesen; Ablaufplanung; Planungsprozess; Analogiemodell; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Attitude; Einstellung; Verhalten; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Soziale Arbeit; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; School counselor; Beratungslehrer; Pädagogischer Berater; Checkliste
Abstract	This researcher addresses whether transition planning with classified special education students is being implemented in accordance with the Kohler model for successful transition programming. Using archival data obtained from two high schools, one with a specialized on campus program (School A) and the latter as an excluded site specializing in classified students (School B), the researcher explored coherence and compliance in five domains of concern, Student Development, Family Involvement, Program Structure, Interagency Collaboration, and Student-Focused Planning. The perception of stakeholders involved in transition planning included special education teachers, school social workers and psychologists, guidance counselors, and related service staff. The Self-Assessment Checklist is comprised of 49 questions that allowed respondents to select from "always," "frequently," "sometimes" and "never." One extended response question allowed for individual personal feedback. Results found qualitative discrepancies and compliance to the Kohler model. Numerous domains of disconnects within the model and sporadic involvement appeared to be the norm for both programs than the exception. Moderate compliance to some domains was found but all were found to be in need of considerable improvement. An alternative model with student self-advocacy as the focal point was suggested as a means of improvement in the ongoing transition planning process. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10