Facilitating Student Involvement in Transition Assessment: A Pilot Study of the "Student Transition Questionnaire"

Autor/inn/en	Collier, Margo L.; Griffin, Megan M.; Wei, Yonghua
Titel	Facilitating Student Involvement in Transition Assessment: A Pilot Study of the "Student Transition Questionnaire"
Quelle	In: Career Development and Transition for Exceptional Individuals, 39 (2016) 3, S.175-184 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-1434
DOI	10.1177/2165143414556746
Schlagwörter	Transitional Programs; Pilot Projects; Questionnaires; Mixed Methods Research; Factor Analysis; Informal Assessment; Focus Groups; Student Attitudes; Learner Engagement; Self Determination; Disabilities; Individualized Education Programs; Special Education; High School Students; Special Education Teachers; Parents; Counselors; Vocational Rehabilitation; Student Participation + Suchen Sie Ihr Suchwort? Pilot project; Modellversuch; Pilotprojekt; Fragebogen; Faktorenanalyse; Schülerverhalten; Selbstbestimmung; Handicap; Behinderung; Individualized education program; Individualisierendes Lernen; Special needs education; Sonderpädagogik; Sonderschulwesen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Eltern; Counselor; Counsellor; Counsellors; Berater; Berufliche Rehabilitation; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	This article describes the pilot study of an informal assessment, the "Student Transition Questionnaire" (STQ). The STQ is a 38-item assessment designed to elicit student perspectives on transition-related topics. In this mixed-methods study, we piloted the STQ with 186 participants, and then conducted focus groups with various stakeholders. A factor analysis revealed STQ items grouped together around five factors. We found that the STQ was useful in distinguishing students' perceptions of personal strengths and needs. Focus group participants considered the STQ to be user-friendly and helpful in promoting student engagement in transition planning; participants also identified several areas needing improvement. Implications for revising the STQ, its application in transition planning, and future research 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	2020/1/01