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Who is responsible for transition planning? Mapping transition responsibilities amongst school professionalsLillis, Jennifer L. 30 September 2021 (has links)
Students with disabilities experience better postsecondary outcomes when they are engaged in high-quality transition planning and services during high school. Yet, many secondary schools fall short of their transition-related responsibilities. Delivery of effective transition practices depends upon the coordinated efforts of the personnel who implement them. Yet, we know little about the transition-related responsibilities various professionals are currently fulfilling in schools or why professionals might be conceptualizing and enacting their roles in particular ways. Thus, the purpose of this study was to examine how transition responsibilities were divided amongst professionals in one secondary school and the factors shaping the division of responsibilities. Using cultural historical activity theory as a conceptual foundation, I qualitatively analyzed interviews with 10 professionals and the cases of three focal students within one secondary school. I found that transition activities primarily focused on college admission. Guidance counselors led future planning, while special educators and the IEP process played only a limited role. Professionals tended to enact their transition-related responsibilities independently and collaborated primarily when students were struggling. Findings suggest multiple opportunities for improving transition practices at the organizational level.
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Schooling, Physical Education and the primary-secondary transitionHodgkin, Kieran January 2014 (has links)
Preliminary evidence indicates that although there have been attempts to ensure continuity across the primary-secondary transition (Tobell, 2003), discontinuities remain and that there is a „hiatus in progression‟ (Galton et al., 2000). For pupils the transition to secondary school is a time of change leaving their small familiar primary school and entering a large unfamiliar secondary school. This thesis presents pupils‟ expectations and experiences of the primary-secondary transition, across the curriculum and specifically with regards to Physical Education (PE). The primary-secondary transition with regards to PE is marked by significant changes in resource provision, and a mode of delivery from (mainly) non-specialist teachers to subject specialists (Capel and Piotrowski, 2000). As an exploratory case study, an ethnographic approach was adopted with „pupil-voice‟ a distinctive and central feature. Two phases of fieldwork were conducted. The first phase examined Year 6 (aged 10-11) pupils‟ expectations of the primary-secondary transition at Urban Primary and tracked these pupils into City Comprehensive to explore their experiences (June-October 2011). The second phase of fieldwork examined the particularities of the transition concerned with PE. Once more, expectations of Year 6 pupils at Urban Primary were explored and tracked into City Comprehensive (June-October, 2012). Thematic inductive analysis was conducted and there were four super-ordinate findings which relate to: pupils‟ perceptions of the process of transition across the curriculum and with regards to PE; the notion of „being good enough‟; social implications of transition; concept of „growing up‟; teachers and teaching. Findings suggest that these factors contribute to a discontinuous experience for pupils during transition. Future research directions point towards a focus on academia across transition and a consideration of the development in physical competence within primary school settings. Throughout this thesis reflexivity and reflection were used to provide an insight into the research journey as part of the doctoral apprenticeship.
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The planning and implementation of post-school transitions for young people with special educational needsBason, Marie Louise January 2012 (has links)
This study is about the transition planning of young people with special educational needs (SEN) from secondary mainstream and special schools to post-secondary opportunities. Leaving secondary school is the first task related to the transition to adulthood and it has been identified as a particularly complex task for pupils with SEN. A systematic literature review was undertaken to start to develop a ‘map of transition’, a framework of positive transition practice. Interviews with key professionals, parents and teachers and pupil case studies were used to generate qualitative data. It was used to analyse transition practice in the real world of schools and the involvement of families, pupils and external services. This study was particularly concerned with understanding any barriers or gaps of transition work. Pupil annual reviews, including those adopting a person-centred format were thematically analysed in terms of their ability to address transition planning and future options. Results suggest similarities and differences in transition planning practices between mainstream and special schools. In both settings there was appreciable reliance on the Connexions Service. For pupils with SEN in mainstream schools transition planning could be conceptualised as ‘invisible transition’. It was a not an explicit process, with experiences and access to services likely to be related to schools’ perception of need, option pathways and whether or not pupils had a Statement of SEN. In special schools, transition planning was conceptualised as ‘visible but blurred’. It centred on gaining external service involvement, with limited focus on transition-related education. In both mainstream and special schools there were difficulties with the compilation of distinct transition plans and their implementation. Tensions related to unclear roles and responsibilities, difficulties with access to external services and limited post-secondary opportunities were highlighted. This allowed revision and extension of the ‘map of transition’. The study leads to suggested improvements to service delivery for young people by schools and other stakeholders.
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Primary-secondary transition : coping in a new school environmentSen, Veronica, n/a January 1978 (has links)
The aim of the Field Study described in this Report
was to examine the nature of primary-secondary transition
as perceived by students themselves. Twelve students from
four A.C.T. primary schools were interviewed prior to their
entry to one or other of two high schools, and subsequent
interviews were conducted at intervals during the students'
first six months in high school. Further information was
obtained from interviews with their parents and from formal
and informal assessments made by their primary and
secondary teachers. To place the trends revealed in the
interviews in a wider context, surveys were administered
at the beginning and end of the six months' period to all
Year 7 students in both high schools.
A major emphasis of the Study was an investigation of
how students cope with new tasks, social and academic, at
a time when there is a potentially stressful conjunction
of early adolescence and major educational transition.
Such coping is conceptualised as the individual matching
his resources against the demands made by a new situation.
The initial appraisal by students of the new situation
was a general perception of high school as either benign or
threatening. The more differentiated, or secondary,
appraisal was influenced by further information and
experiences; and re-appraisal was characterised, after a
further lapse of time, by either a reinforcement or reversal
of original perceptions.
It was found that upon moving to the more complex
institutional setting of high school some students had
difficulty in adjusting to a more formal organisation and
a more demanding curriculum. The students' response to
high school included such coping strategies as hostility,
withdrawal or active striving to meet the challenge of a
new school. Some students who showed a marked inability
to cope with one or more of the tasks, social or
academic, of high school were deemed to have experienced
adaptive failure.
A key factor in adjustment to high school, and one
that was at least as important as academic achievement,
was that of interpersonal relationships. Success in
relating to both teachers and peers was found to be a
crucial factor for students, whether bright or less
bright, and it was found that students of limited academic
achievement could find compensation if they perceived
their "person environment" as benign.
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Perceptions and Roles of School Psychologists in Transition Services for Students with Intellectual DisabilitiesTalapatra, Devadrita 16 May 2014 (has links)
Transition plans and services can have positive benefits on post-school outcomes for students with intellectual disabilities (ID). School psychologists have much to contribute to the transition process, but previous studies have indicated they often have limited involvement in this domain. A national survey was conducted to assess school psychologists’ knowledge, attitudes, and behaviors in regards to transition services for students with ID. Respondents included 176 practicing school psychologists from 21 states. Based on Ajzen’s (1985) Theory of Planned Behavior (TPB), the survey used in the study focused on school psychologists’ transition-related knowledge, attitudes, and behaviors. To understand the role of school psychologists in transition services for students with ID, data collection and analyses addressed (a) the underlying factor structure of the transition survey; (b) the relationship between school psychologists’ frequency of involvement in transition services and their self-reported transition knowledge, attitudes towards transition activities, and background experiences; and (c) the relationship between school psychologists' perceived importance of transition tasks and their transition knowledge and background experiences. An exploratory factor analysis was conducted to verify the survey’s factor structure, and three factors supporting the TPB framework were identified: Knowledge, Attitude, and Behaviors. Scores for the instrument and subscales demonstrated acceptable reliability. A backward multiple regression was conducted with transition involvement as the criterion variable and respondents’ self-reported transition knowledge and attitudes, and background experiences as predictor variables. Attitude, knowledge, and previous experience with the ID population were found to be significant predictors of performance of transition tasks, accounting for 63.9% of the variance combined. A backward multiple regression also was conducted with attitudes toward transition as the criterion variable and respondents’ self-reported transition knowledge and background experiences as predictor variables. Knowledge was found to be the only significant predictor of respondents’ attitudes, accounting for 26.9% of the variance. Implications for practice and policy include increasing school psychologists’ specific knowledge of transition services and transition needs of students with ID, evaluating graduate programs and school districts’ openness towards school psychologists performing transition tasks, and advocating for special education reform to modify the roles and responsibilities of school psychologists.
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Secondary Transition Predictors of Postschool Success: An Update to the Research BaseMazzotti, Valerie L., Rowe, Dawn A., Kwiatek, Stephen, Voggt, Ashley, Chang, Wen H., Fowler, Catherine H., Poppen, Marcus, Sinclair, James, Test, David W. 01 February 2021 (has links)
Research suggests youth with disabilities are less likely to experience positive outcomes compared to peers without disabilities. Identification of in-school predictors of postschool success can provide teachers (e.g., special education, general education, career technical education), administrators, district-level personnel, and vocational rehabilitation counselors with information to design, evaluate, and improve transition programs. The purpose of this systematic literature review was to examine secondary transition correlational literature to identify additional evidence to support existing predictors and identify new predictors of postschool success. Results provided additional evidence for 14 existing predictors and identified three new predictors. Limitations and implications for research, policy, and practice are discussed.
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Perceptions of Parents of Youth with Disabilities Toward School-based Parent EngagementChang, We-hsuan, Lo, Ya-yu, Mazzotti, Valerie L., Rowe, Dawn A. 12 July 2022 (has links)
The Individuals with Disabilities Education Improvement Act (2004) mandated schools engage parents in their child’s educational planning. Despite schools’ adoption of various strategies to promote parent engagement, parents’ perceptions about these strategies, especially among those whose children are at the secondary transition age, are often overlooked. To examine parents’ perceptions of 23 previously documented parent engagement strategies, we conducted a cross-sectional online survey with 642 parents of youth with disabilities (ages 14–21) in the United States. Overall, participants reported that parent engagement strategies were moderately helpful in promoting parent engagement. Parents of color reported lower scores for perceived helpfulness than their non-Hispanic White counterparts. Top-rated strategies included making time when parents have questions and communicating strategies clearly; however, this varied by race/ethnicity. Findings highlighted the need to address racial disparities in parent engagement strategies and the importance of school-parent collaboration/communication.
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The roles of student self-determination and parent involvement in postsecondary enrollment for students with learning disabilitiesZeng, Wen 29 October 2020 (has links)
No description available.
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Examining Post-School Outcomes for Students with Disabilities: A Continuous Improvement Process for Post-Secondary Transition PracticesJanuary 2016 (has links)
abstract: The purpose of this action research study was to implement and study a systematic
framework for using data inquiry and collaborative teams to improve practices that affect the post-school outcomes of students with disabilities. Teams at six high schools in a large public school district participated in a multi-level intervention involving work within their teams, collaboration with other schools, use of a web-based tool to examine data, and support from district leaders. Ultimately, teams used data to identify change targets, linked those to evidence-based predictors of post-school success, and designed action plans to change practices and programs related to post-secondary transition at their schools.
The researcher used a mixed methods concurrent design to explore how participants engaged in situated learning and a process of collaborative meaning- making to reflect on and change their practices. The researcher used a collaborative team survey and observations to collect data from all teams, as well as an in-depth case study of one team to collect further data through a focus group, semi-structured interviews, artifact analysis, and observations. Qualitative data analysis incorporated both inductive and deductive approaches through initial coding, focused coding, and mind mapping.
Results suggested the data inquiry process enabled school teams to construct meaning about their practices, and through collaboration, they were able to develop deeper understanding of problems and solutions. A comparison of means and standard deviations of five survey constructs indicated teams placed high levels of value on collaboration within their school teams and with other school teams. Furthermore,results suggested establishing a continuous improvement process to address post- secondary transition provided structure and sustainability for examining data and making changes in practices. This work resulted in the implementation of an ongoing continuous improvement process for special education practices in a large public school district. / Dissertation/Thesis / Doctoral Dissertation Educational Leadership and Policy Studies 2016
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Updating the Secondary Transition Research Base: Evidence- and Research-Based Practices in Functional SkillsRowe, Dawn A., Mazzotti, Valerie L., Fowler, Catherine H., Test, David W., Mitchell, Vickie J., Clark, Kelly A., Holzberg, Debra, Owens, Tosha L., Rusher, Dana, Seaman-Tullis, Rachel L., Gushanas, Christina M., Castle, Hannah, Chang, Wen H., Voggt, Ashley, Kwiatek, Stephen, Dean, Catie 01 February 2021 (has links)
Transition education should be grounded in quality research. To do so, educators need information on which practices are effective for teaching students with disabilities transition-related skills. The purpose of this systematic literature review was to identify evidence-based and research-based practices in secondary special education and transition for students with disabilities. This systematic review resulted in the identification of nine secondary transition evidence-based practices and 22 research-based practices across more than 45 different transition-related skills. The range of effects for each of the secondary transition evidence-based and research-based practices identified are also included. Limitations and implications for future research, policy, and practice are discussed.
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