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Transition Planning for Postsecondar...

Dorow, Roberta Rusch.

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Transition Planning for Postsecondary Students with Disabilities: Espoused Versus Actual Transition Planning.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Transition Planning for Postsecondary Students with Disabilities: Espoused Versus Actual Transition Planning./
作者:	Dorow, Roberta Rusch.
面頁冊數:	183 p.
附註:	Source: Dissertation Abstracts International, Volume: 72-04, Section: A, page: .
Contained By:	Dissertation Abstracts International72-04A.
標題:	Education, Community College. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3445986
ISBN:	9781124502557

Transition Planning for Postsecondary Students with Disabilities: Espoused Versus Actual Transition Planning.
Dorow, Roberta Rusch.

Transition Planning for Postsecondary Students with Disabilities: Espoused Versus Actual Transition Planning. - 183 p.

Source: Dissertation Abstracts International, Volume: 72-04, Section: A, page: .

Thesis (Ph.D.)--The University of Texas at Austin, 2010.

The Individuals with Disabilities Education Act (IDEA) of 2004 mandated transition planning services for students with disabilities who are exiting high school and entering the world of work or postsecondary education. Despite collaborative efforts between educational institutions and various service agencies to facilitate transition from high school to employment or continued education, students with disabilities appear to lag behind their non-handicapped peers in these areas.

ISBN: 9781124502557Subjects--Topical Terms:

1018008
Education, Community College.

Transition Planning for Postsecondary Students with Disabilities: Espoused Versus Actual Transition Planning.
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500 $a Adviser: James R. Yates.
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520 $a This study focused on transition planning for students with mild disabilities enrolled in a community college in central Texas. The individual transition plans (ITPs) of fifteen students who had self-declared to the college as having a learning disability were obtained from the high school from which they graduated. The records were analyzed for evidence of twelve essential components of transition planning recommended in educational literature. The students were interviewed regarding their transition plans and what they viewed as factors necessary for success in college. Four professional staff members of the Education Support Service, which serves students with disabilities on campus, were also interviewed regarding how prepared the students were for college work and what factors that promote college success should be included in adequate transition plans.
520 $a The study investigated the adequacy and "fit" of transition planning as an effective means of preparing students with disabilities for the reality of postsecondary education. Knowledge gained from this study could assist public school special educators to develop appropriate ITPs and inform practice in the field of secondary special education in areas such as curriculum, collaboration with service agencies, and assessment of transition service needs.
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