Collaboration in Transition Assessment: School Psychologists and Special Educators Working Together to Improve Outcomes for Students with Disabilities

Autor/inn/en	Kellems, Ryan O.; Springer, Ben; Wilkins, Melinda K.; Anderson, Caroline
Titel	Collaboration in Transition Assessment: School Psychologists and Special Educators Working Together to Improve Outcomes for Students with Disabilities
Quelle	In: Preventing School Failure, 60 (2016) 3, S.215-221 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
DOI	10.1080/1045988X.2015.1075465
Schlagwörter	School Psychologists; School Psychology; Special Education Teachers; Counselor Teacher Cooperation; Disabilities; Transitional Programs; Teacher Role; Counselor Role; Teamwork; Expertise; Educational Resources; Program Evaluation; Adolescents; Caseworker Approach; Measures (Individuals) + Suchen Sie Ihr Suchwort? School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Schulpsychologie; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Handicap; Behinderung; Lehrerrolle; Expert appraisal; Bildungsmittel; Programme evaluation; Programmevaluation; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Messdaten
Abstract	The ultimate goal for school psychologists, special education practitioners, and other professionals who work with adolescents with disabilities is to help students plan and prepare to transition from school to adult life with the skills and knowledge to live happy, productive, and fulfilling lives. This article describes how school psychologists can support special education practitioners in improving transitions for students with disabilities, introduces free resources, and recommends forms of additional training. School psychologists are well positioned to support special education practitioners in facilitating the transition assessment process by providing documentation of postschool accommodation needs as students exit the school system. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01