A Demonstration Model of Interagency Collaboration for Students with Disabilities: A Multilevel Approach

Autor/inn/en	Flowers, Claudia; Test, David W.; Povenmire-Kirk, Tiana C.; Diegelmann, Karen M.; Bunch-Crump, Kimberly R.; Kemp-Inman, Amy; Goodnight, Crystalyn I.
Titel	A Demonstration Model of Interagency Collaboration for Students with Disabilities: A Multilevel Approach
Quelle	In: Journal of Special Education, 51 (2018) 4, S.211-221 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466917720764
Schlagwörter	Disabilities; Delivery Systems; Individualized Transition Plans; Agency Cooperation; Individualized Education Programs; High School Students; Hierarchical Linear Modeling; Self Determination; Student Participation; Comparative Analysis; Intervention; Grade 10; Grade 11; Grade 12; Statistical Analysis; Maximum Likelihood Statistics + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Auslieferung; Individualized education program; Individualisierendes Lernen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Selbstbestimmung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Statistische Analyse
Abstract	Communicating Interagency Relationships and Collaborative Linkages for Exceptional Students (CIRCLES) is a transition-planning service delivery model designed to guide schools in implementing interagency collaboration. This study examined the impact of CIRCLES on students' self-determination and participation in individualized education program (IEP) meetings. Forty-four schools located in the Southeast United States were assigned randomly into either the CIRCLES or business-as-usual (BAU) conditions, and 877 high school students with disabilities were included in the analyses. Two-level hierarchical linear models, with students at Level 1 and schools at Level 2, examined the effectiveness of CIRCLES. Results indicated students in the CIRCLES condition had higher levels of self-determination (Hedges's g = 0.06-0.38) and greater IEP participation (Hedges's g = 0.77). Implications for practice and suggestions for future research are provided. (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