Parent-teacher Perceptions of Transition Skills of Students with Learning Disabilities PDF Download

Author: Janet Connell Ehlers
Publisher:
ISBN:
Category :
Languages : en
Pages : 288

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Author: Josie M. Nielsen
Publisher:
ISBN:
Category :
Languages : en
Pages :

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Post-secondary educational and employment outcomes for students with high- incidence disabilities continue to lag far behind their nondisabled peers. A carefully designed timeline including evidence-based transition skills and practices may serve as a guideline for teachers and parents as they prepare student /child with high-incidence disabilities for successful transition into adulthood. This project examined the importance and age/grade-appropriateness of skills/activities on a transition timeline, based on ratings by teacher and parent focus groups. Participants included eight secondary teachers with at least10 years experience, and five parents of children with high-incidence disabilities who graduated from both high school and post-secondary school. Thirteen individuals participated in separate focus groups consisting of (a) parents (n=5), (b) middle-school teachers (n=5), and (c) high school teachers (n=3). Focus groups rated items on a scale of 1-4 for both importance and age/grade-appropriateness, then discussed each item. Data were analyzed based on median and range scores for each item, and the items were rank ordered according to importance and age/grade-appropriateness to produce a timeline of transition skills/activities for both parents and teachers. A final survey was given to participants to validate the timeline as a valuable resource to guide both parents and teachers.

Author: George R. Taylor
Publisher: R&L Education
ISBN: 9781578861699
Category : Education
Languages : en
Pages : 306

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Since parents are the first teachers, collaboration is prime in educating children with disabilities. Federal legislation and laws address collaboration by empowering parents to be equal partners in planning and executing programs for their children. This book is designed to provide specific strategies for school personnel, parents, and community agencies to use in providing services for disabled children. Innovative approaches, jointly sharing information, the impact of disabilities on families, the importance of parenting skills, counseling parents, parents as resource individuals, and community interaction are all outlined; and collaborative strategies are highlighted for each of the aforementioned areas.Parenting Skills and Collaborative Services for Students with Disabilities provides information to parents concerning their rights in educating their disabled children and may be used in teaching institutions, public schools, parental groups, and agencies serving disabled individuals.

Author: Jeffrey P. Bakken
Publisher: Charles C Thomas Publisher
ISBN: 0398077894
Category : Education
Languages : en
Pages : 216

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Book Description
The need for transition services for students with exceptionalities is apparent and critical for their success after high school. It is essential for school professionals, parents, and students to work collaboratively and consultively to determine each student's future goals and develop an effective plan to meet those goals successively. This book, therefore, focuses on all aspects of that transition planning from school to postschool levels. The text provides the reader with a foundation of transition services and a historical overview of models and practices and offers a critical look at transition with students from culturally and ethnically diverse backgrounds. In addition, it presents an in-depth look at assistive technology to assist students in fully participating in the planning for their future and also describes the process for planning and the importance of family collaboration. It offers an extensive discussion of career development and the importance of work experiences and also reviews key social skills and leisure options. Finally, the text looks at independent living options and reviews available successful postsecondary education programs. The format of the book is unique and the text is written in a style that all readers can comprehend and understand; the information can be easily applied to classroom and transition programs. This book will be an excellent resource for researchers, scholars, educators, and service providers and will serve as either a required or supplementary text for undergraduate and graduate transition courses in special education.

Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 610

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Author: Carol A. Kochhar-Bryant
Publisher: Allyn & Bacon
ISBN:
Category : Children with disabilities
Languages : en
Pages : 132

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Open this incredibly rich new series and discover practical information and essential strategies to begin a successful teaching career. Choose which important topic you want to cover in greater detail, and Allyn and Bacon will package it with any of our textbooks at a discount.

Author: Krysti Robinson DeZonia
Publisher:
ISBN:
Category :
Languages : en
Pages : 207

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Book Description
This study examines parent, teacher, and institutional formulations of adulthood for students with profound developmental disabilities. A comprehensive overview of post-school outcomes, transition practices, special education law, social constructions of adulthood and disability, and parent/teacher perspectives on adulthood for students with profound disabilities is provided. Using data collected from interviews with eight parent and teacher pairs, special education artifacts, and community resources, this study uncovers the similarities and differences in parent and teacher thinking regarding a student's adult life; the factors that influence the content of student Individual Education Plans (IEPs) and Individual Transition Plans (ITPs); and the role of culture, context and artifacts in the parent, teacher, and institutional formulations of adult life for this student population. This research provides new information about the factors that influence the formulations of the adult lives of students with profound disabilities. These factors included community and institutional perceptions of adulthood; the role of context in thinking and decision making; the influence of social and cultural expectations; and the disparity in the mental models that parents and teachers hold regarding their children/students with profound disability. The study reveals that parents, teachers, and institutions have different perspectives regarding the adult lives of individuals with profound disabilities. Parent thinking is focused on securing a fulfilling and nurturing future for their child and teacher thinking on active participation in a range of activities in institutional settings, while institutional formulations of adulthood revolve around work and independence. Parents are better able to envision an adult life for their child when provided life planning support. Teachers are more concerned with disability label than parents, and are more focused on the role of institutional settings in a student's adult life. IEP and ITP goals are more consistent with teacher perspectives regarding a student's adult future than with parent or institutional perspectives. Context emerged as one of the most significant factors that influenced parent and teacher thinking regarding a child/student's life after graduation. This study supports the critical need for establishing model transition programs and providing education to parents and teachers regarding the options available to individuals with profound disabilities when they reach adulthood. Implications for parents, teachers, and institutions are reviewed and recommendations for further research are provided.

Author: John McDonnell
Publisher: SAGE Publications
ISBN: 1506331661
Category : Education
Languages : en
Pages : 417

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Book Description
This book is available to instructors and students in an electronic version! Addressing the full range of curricular and instructional issues that face professionals working in middle school, high school, and post-high school programs, Successful Transition Programs: Pathways for Students With Intellectual and Developmental Disabilities, Second Edition is the most relevant text available for teachers and administrators. Authors John McDonnell and Michael L. Hardman take the position that the most effective transition programs are those that cumulatively build on the capacity of students for employment, community living, and citizenship. Key Features and Benefits Covers systematic transition planning, employment preparation, participation in the general education curriculum, instruction in community settings, and preparing students to live as independently as possible Aligns with recommended practice in the field and with federal legislation governing educational and community service programs Contains ecological curriculum models for students with intellectual and developmental disabilities Includes focus review questions, real-life example windows, and point/counterpoint boxes from key researchers on controversial issues to help readers connect the book′s concepts with the typical needs of students

Author: Robert C. Pianta
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 442

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Today's kindergarten is the onset of formal schooling for children--the first time families, schools, teachers, and communities come together to form an educational partnership. In this thought-provoking, issues-focused book, the experts explore the research on early schooling and give you a starting point with which to reexamine your beliefs, policies, and practices regarding the first years of school. Scholars, researchers, and other professionals will discover why early school transitions need to be improved and how these critical transitions affect children's future educational success. You'll learn about readiness assessment entrance ages grade retention classroom structure family-school-community partnerships cultural diversity children with disabilities children in poverty This book is part of a series edited by Donald B. Bailey, Jr., Ph.D., and developed in conjunction with the National Center for Early Development and Learning (NCEDL). Visit NCEDL's website for information on the center's research, upcoming meetings, and free online publications..

Author:
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 776

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