Teachers' View of Transition Services: Results from a Statewide Survey in South Carolina
This study examined high school and middle school transition practices from the perspective of special education teacher leaders. Results indicated that the majority of schools offer functional curricula, social skills training, and an array of school-based functional learning opportunities. However...
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| Veröffentlicht in: | Education and training in developmental disabilities 2005-12, Vol.40 (4), p.360-367 |
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| container_end_page | 367 |
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| container_title | Education and training in developmental disabilities |
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| creator | Zhang, Dalun Ivester, Joy Katsiyannis, Antonis |
| description | This study examined high school and middle school transition practices from the perspective of special education teacher leaders. Results indicated that the majority of schools offer functional curricula, social skills training, and an array of school-based functional learning opportunities. However, a significant number of schools did not provide adequate employment skills development and functional assessment. In addition, agency involvement in transition planning was inadequate. |
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Results indicated that the majority of schools offer functional curricula, social skills training, and an array of school-based functional learning opportunities. However, a significant number of schools did not provide adequate employment skills development and functional assessment. In addition, agency involvement in transition planning was inadequate.</description><subject>Curricula</subject><subject>Disabilities</subject><subject>Employment</subject><subject>Employment Potential</subject><subject>Functional Behavioral Assessment</subject><subject>High Schools</subject><subject>Interpersonal Competence</subject><subject>Job Skills</subject><subject>Middle Schools</subject><subject>Secondary school curricula</subject><subject>South Carolina</subject><subject>Special education</subject><subject>Special Education Teachers</subject><subject>Special needs students</subject><subject>State Surveys</subject><subject>Teacher Attitudes</subject><subject>Teacher Leadership</subject><subject>Transitional Programs</subject><subject>Vocational education</subject><issn>1547-0350</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2005</creationdate><recordtype>article</recordtype><recordid>eNo9zE1LAzEUheEsFKzVf6CQnauBfExM4k6GqpWC4IzirlwzNzRl2kiSaem_t1BxdRbP4T0jE65qXTGp2AW5zHnNmBBCiQn56hDcClO-o58B9zR62iXY5lBC3NIW0y44zA_0HfM4lEx9ihsKtC1QcB96pO2Ydnig4XiOY1nRBlIcwhauyLmHIeP1307Jx9Osa16qxdvzvHlcVMitKZXkvTfqW7DaCWNrYKrvQaMQaJyVwADuuXHIdG-g5tb10jrFOVjlJXhfyym5OXUxBbf8SWED6bCcvWpVc62PfHvidS4x_buQRlurpPwFm2ZT-g</recordid><startdate>20051201</startdate><enddate>20051201</enddate><creator>Zhang, Dalun</creator><creator>Ivester, Joy</creator><creator>Katsiyannis, Antonis</creator><general>The Council for Exceptional Children, Division on Developmental Disabilities</general><general>Division on Developmental Disabilities, Council for Exceptional Children</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope></search><sort><creationdate>20051201</creationdate><title>Teachers' View of Transition Services: Results from a Statewide Survey in South Carolina</title><author>Zhang, Dalun ; Ivester, Joy ; Katsiyannis, Antonis</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-e198t-31df85b204c2894a05dda7e22e8c93a0aa618ce07d8a419cd39c511a95f3aff43</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2005</creationdate><topic>Curricula</topic><topic>Disabilities</topic><topic>Employment</topic><topic>Employment Potential</topic><topic>Functional Behavioral Assessment</topic><topic>High Schools</topic><topic>Interpersonal Competence</topic><topic>Job Skills</topic><topic>Middle Schools</topic><topic>Secondary school curricula</topic><topic>South Carolina</topic><topic>Special education</topic><topic>Special Education Teachers</topic><topic>Special needs students</topic><topic>State Surveys</topic><topic>Teacher Attitudes</topic><topic>Teacher Leadership</topic><topic>Transitional Programs</topic><topic>Vocational education</topic><toplevel>online_resources</toplevel><creatorcontrib>Zhang, Dalun</creatorcontrib><creatorcontrib>Ivester, Joy</creatorcontrib><creatorcontrib>Katsiyannis, Antonis</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><jtitle>Education and training in developmental disabilities</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Zhang, Dalun</au><au>Ivester, Joy</au><au>Katsiyannis, Antonis</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ754177</ericid><atitle>Teachers' View of Transition Services: Results from a Statewide Survey in South Carolina</atitle><jtitle>Education and training in developmental disabilities</jtitle><date>2005-12-01</date><risdate>2005</risdate><volume>40</volume><issue>4</issue><spage>360</spage><epage>367</epage><pages>360-367</pages><issn>1547-0350</issn><abstract>This study examined high school and middle school transition practices from the perspective of special education teacher leaders. Results indicated that the majority of schools offer functional curricula, social skills training, and an array of school-based functional learning opportunities. However, a significant number of schools did not provide adequate employment skills development and functional assessment. In addition, agency involvement in transition planning was inadequate.</abstract><pub>The Council for Exceptional Children, Division on Developmental Disabilities</pub><tpages>8</tpages></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 1547-0350 |
| ispartof | Education and training in developmental disabilities, 2005-12, Vol.40 (4), p.360-367 |
| issn | 1547-0350 |
| language | eng |
| recordid | cdi_eric_primary_EJ754177 |
| source | Education Source |
| subjects | Curricula Disabilities Employment Employment Potential Functional Behavioral Assessment High Schools Interpersonal Competence Job Skills Middle Schools Secondary school curricula South Carolina Special education Special Education Teachers Special needs students State Surveys Teacher Attitudes Teacher Leadership Transitional Programs Vocational education |
| title | Teachers' View of Transition Services: Results from a Statewide Survey in South Carolina |
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