The Importance of Quality Transition Processes for Students with Disabilities across Settings: Learning from the Current Situation in New South Wales

Autor/inn/en	Strnadová, Iva; Cumming, Therese M.
Titel	The Importance of Quality Transition Processes for Students with Disabilities across Settings: Learning from the Current Situation in New South Wales
Quelle	In: Australian Journal of Education, 58 (2014) 3, S.318-336 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-9441
DOI	10.1177/0004944114543603
Schlagwörter	Foreign Countries; Students with Disabilities; Developmental Disabilities; Teacher Attitudes; Transitional Programs; Student Adjustment; School Orientation; Family School Relationship; Planning; Evidence Based Practice; Elementary Secondary Education; Teacher Characteristics; Special Education; Cooperative Planning; Australia + Suchen Sie Ihr Suchwort? Ausland; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Entwicklungsstörung; Lehrerverhalten; Adjustment; Adaptation; Ablaufplanung; Planungsprozess; Special needs education; Sonderpädagogik; Sonderschulwesen; Australien
Abstract	This article examines the current state of the transition process for students with developmental disabilities in New South Wales, Australia. Teachers from 75 schools were surveyed about current practices for students with developmental disabilities transitioning from primary to secondary school and from secondary school to post-school life. Teachers' responses to the open-ended survey questions were analysed using inductive content analysis. The results of the analysis revealed that although many schools had transition processes in place, such as school visits and orientation programs, many key evidence-based practices were missing. Key themes that emerged included school-specific transition practices at each level and the importance of home-school collaboration. Overall results indicated a need for a mandated, student-centred planning and support process, guided by evidence-based practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01