Literaturnachweis - Detailanzeige
| Autor/inn/en | Anderson, Alice G.; Asselin, Susan B. |
|---|---|
| Titel | The Status of Transition Services for Secondary Students with Disabilities in Virginia and Factors Affecting Service Delivery. |
| Quelle | (1992), (20 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Administrative Principles; Agency Cooperation; Cooperative Learning; Coordination; Disabilities; Education Work Relationship; Educational Cooperation; Mainstreaming; Normalization (Handicapped); Public Schools; Pupil Personnel Services; Regular and Special Education Relationship; Secondary Education; Secondary School Students; Special Needs Students; State Surveys; Vocational Education; Virginia |
| Abstract | A study investigated the level of 24 transition services and factors that affect service delivery for secondary students with disabilities in 135 Virginia school divisions. Transition services were categorized as inclusion, instructional programs, coordinated planning, and support services. Factors affecting delivery were cooperation of vocational and special education, administrative support, and formal interagency transition team. A mail survey was administered to 129 coordinators of transition services; 120 responded. Findings indicated that schools were upholding their responsibility to provide interaction of students with disabilities with their nondisabled peers. Instruction in independent living, social skills, career awareness, and job seeking skills was provided in over 90% of the school divisions. Over three-fourths of the school divisions had written agreements with other agencies. Adequate support services were provided, as shown by data indicating that guidance personnel were doing a sufficient job of assisting students with disabilities in career planning and decision making and in planning appropriate program placements while in school. Cooperation between vocational and special education occurred most frequently in placement, student monitoring, accommodations, and student evaluation. Measures of administrative support were relatively low. Only half of the school divisions reported formal interagency transition teams. (Five data tables and 30 references are appended.) (YLB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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