Making Community Connections: Educator Perspectives on Transition Planning for Students with Intellectual Disabilities

Autor/inn/en	Schwartz, Karen; Mactavish, Jennifer; Lutfiyya, Zana Marie
Titel	Making Community Connections: Educator Perspectives on Transition Planning for Students with Intellectual Disabilities
Quelle	In: Exceptionality Education Canada, 16 (2006) 2-3, S.73-100 (28 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1183-322X
Schlagwörter	Disabilities; Community Involvement; Qualitative Research; Transitional Programs; School Community Relationship; Planning; Mental Retardation; Education Work Relationship; Teacher Role; Foreign Countries; Special Education Teachers; Teacher Attitudes; Inclusive Schools; Social Networks; Attitudes toward Disabilities; Negative Attitudes; Extracurricular Activities; Information Dissemination; Canada + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Qualitative Forschung; Ablaufplanung; Planungsprozess; Geistige Behinderung; Lehrerrolle; Ausland; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Inclusive school; Integrative Schule; Social network; Soziales Netzwerk; Negative Fixierung; Außerunterrichtliche Aktivität; Informationsverbreitung; Kanada
Abstract	For students with intellectual disabilities and their families, planning for the transition from school to adult life can be a complicated process. Successful planning is sometimes made more challenging when post-school options and opportunities are not well known or understood. The purpose of this study is to seek out the perspectives of educators on effectively preparing students with intellectual disabilities for positive transitions to adult life. The study uses qualitative research methods to identify keys to post-school success and barriers to fuller community participation. It also examines how information on post-school options and opportunities is received by educators and passed on to students and families so that effective and meaningful transition planning can take place. (Contains 2 tables.) (Author).
Anmerkungen	Exceptionality Education Canada. University of Alberta, Department of Educational Psychology, 6-102 Education North, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-0800; Fax: 780-492-1318; e-mail: eecj@ualberta.ca; Web site: http://www.uofaweb.ualberta.ca/eec/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10