Literaturnachweis - Detailanzeige
| Autor/inn/en | Cumming, Therese M.; Strnadová, Iva; Danker, Joanne |
|---|---|
| Titel | Transitions of Students with Autism and Intellectual Disabilities in Inclusive Settings: The Nexus between Recommended and Actual Practice |
| Quelle | In: Australasian Journal of Special and Inclusive Education, 44 (2020) 1, S.28-45 (18 Seiten)
PDF als Volltext |
| Zusatzinformation | ORCID (Cumming, Therese M.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2515-0731 |
| Schlagwörter | Students with Disabilities; Autism; Pervasive Developmental Disorders; Intellectual Disability; Inclusion; Best Practices; Independent Living; Individualized Transition Plans; Individualized Education Programs; Elementary Secondary Education; Foreign Countries; Australia |
| Abstract | Students with autism and intellectual disabilities experience many transitions during their schooling, and a large body of literature is devoted to best practices in transition planning and support. The Taxonomy for Transition Programming 2.0 is a research-based model that provides best practice suggestions to guide the planning of various transitions and contexts. The researchers aimed to use the current qualitative study to discover the transition planning practices used to support students with autism and intellectual disabilities in inclusive school settings when transitioning from primary to secondary schools and from secondary school to postschool life in New South Wales (Australia). The practices that emerged were then examined for alignment with the Taxonomy for Transition Programming 2.0. The inductive content analysis of interviews with 8 parents and 13 teachers indicated that although most of the areas of the Taxonomy are represented in the planning processes, there is room for improvement, particularly in the areas of formal individual education program and transition planning, student involvement, information sharing, and program assessment. The results highlighted the importance of formal student- and family-centred planning processes to the success of both transitions. The results were used to make further recommendations for future research, policy, and practice. (As Provided). |
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| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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