Disproportionality in Transition Services: A Descriptive Study

Autor/inn/en	Baer, Robert M.; Daviso, Alfred, III; Queen, Rachel McMahan; Flexer, Robert W.
Titel	Disproportionality in Transition Services: A Descriptive Study
Quelle	In: Education and Training in Autism and Developmental Disabilities, 46 (2011) 2, S.172-185 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-1647
Schlagwörter	Ethnicity; Disproportionate Representation; Disabilities; Special Education; Transitional Programs; Vocational Education; Predictor Variables; Mental Retardation; Developmental Disabilities; Individualized Education Programs; School Districts; Middle Schools; High Schools; ACT Assessment; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Ethnizität; Handicap; Behinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Ausbildung; Berufsbildung; Prädiktor; Geistige Behinderung; Entwicklungsstörung; Individualized education program; Individualisierendes Lernen; School district; Schulbezirk; Middle school; Mittelschule; Mittelstufenschule; High school; Oberschule; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	The purpose of this study was to examine disproportionality in transition services for students with disabilities. The authors predicted that students' transition services and secondary programs would be driven not only by their postschool goals, but also by their gender, ethnicity, disability, and school setting. To test this hypothesis, the researchers examined school records and interviews of more than 4,500 students in a northeastern state who graduated or aged out of special education in the years 2005-2008. The authors found that secondary programs and transition services varied significantly for students from differing school settings and differing gender, ethnicity, and disability groups and that this often resulted in poor alignment between students' goals and their secondary curricula and transition services. The authors propose that these findings indicated the need for earlier transition planning and better connections between middle and high schools. (Contains 3 tables.) (As Provided).
Anmerkungen	Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://www.dddcec.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10