Characteristics of Students with Disabilities Who Do and Do Not Receive Transition Services

Autor/inn/en	Mello, Maria P.; Burke, Meghan M.; Taylor, Julie Lounds; Urbano, Richard; Hodapp, Robert M.
Titel	Characteristics of Students with Disabilities Who Do and Do Not Receive Transition Services
Quelle	In: Journal of Special Education, 54 (2021) 4, S.251-259 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466920925437
Schlagwörter	Student Characteristics; Students with Disabilities; Special Education; Student Needs; High School Students; Adolescents; Individualized Transition Plans; Individualized Education Programs; Adjustment (to Environment); Parent Attitudes; Age Differences; Public Schools; Private Schools; Severity (of Disability); Behavior Problems; Daily Living Skills; Correlation; Educational Legislation; Equal Education; Federal Legislation + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; High school; High schools; Oberschule; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Individualized education program; Individualisierendes Lernen; Elternverhalten; Age; Difference; Age difference; Altersunterschied; Public school; Öffentliche Schule; Private school; Privatschule; Schweregrad; Alltagsfertigkeit; Korrelation; Bildungsrecht; Schulgesetz; Bundesrecht
Abstract	As transition services foster better post-school outcomes, all students with disabilities should be receiving these services as they traverse their final high school years. Using a national, web-based parent survey, we examined the frequency and correlates of the receipt of transition services for 189 students with disabilities. Parents reported their children's age, functioning level, maladaptive behavior, and number of services received. Only 54% of the child of the participants received transition services. Students with higher (vs. lower) levels of adaptive skills were less likely to receive transition services. Students with more services on average and who were older were more likely to receive transition services. Implications are discussed for increasing the implementation of transition services for all students with disabilities and increasing parent knowledge of transition services and transition planning. (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	2024/1/01