The Lived Experiences of Adolescents with Disabilities and Their Parents in Transition Planning / Susan A. HETHERINGTON in Focus on Autism and Other Developmental Disabilities, 25-3 (September 2010)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 25-3 (September 2010) . - p.163-172 Titre : The Lived Experiences of Adolescents with Disabilities and Their Parents in Transition Planning Type de document : Texte imprimé et/ou numérique Auteurs : Susan A. HETHERINGTON, Auteur ; Elizabeth G. SMITH, Auteur ; Lisa DURANT-JONES, Auteur ; Kimberly JOHNSON, Auteur ; Karen NOLAN, Auteur ; Susan TAYLOR-BROWN, Auteur ; Jane TUTTLE, Auteur Année de publication : 2010 Article en page(s) : p.163-172 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The educational transition process experienced by adolescents with disabilities and their parents was examined in this study. The results of the qualitative study can be interpreted to conclude that students rarely were engaged in transition planning, and when they were engaged, it came too late in their high school careers. Students with disabilities and their parents described dissatisfaction in the following areas: inadequate communication from school staff, frustration with assumptions made about the student, funneling of the student into traditional adult service programs, and a lack of accountability from the schools. Even those students who reported being engaged in the transition process experienced inadequate transition planning. Strategies to improve transition planning are presented. En ligne : http://dx.doi.org/10.1177/1088357610373760 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108 [article] The Lived Experiences of Adolescents with Disabilities and Their Parents in Transition Planning [Texte imprimé et/ou numérique] / Susan A. HETHERINGTON, Auteur ; Elizabeth G. SMITH, Auteur ; Lisa DURANT-JONES, Auteur ; Kimberly JOHNSON, Auteur ; Karen NOLAN, Auteur ; Susan TAYLOR-BROWN, Auteur ; Jane TUTTLE, Auteur . - 2010 . - p.163-172. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 25-3 (September 2010) . - p.163-172 Index. décimale : PER Périodiques Résumé : The educational transition process experienced by adolescents with disabilities and their parents was examined in this study. The results of the qualitative study can be interpreted to conclude that students rarely were engaged in transition planning, and when they were engaged, it came too late in their high school careers. Students with disabilities and their parents described dissatisfaction in the following areas: inadequate communication from school staff, frustration with assumptions made about the student, funneling of the student into traditional adult service programs, and a lack of accountability from the schools. Even those students who reported being engaged in the transition process experienced inadequate transition planning. Strategies to improve transition planning are presented. En ligne : http://dx.doi.org/10.1177/1088357610373760 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108

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