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Titolo:
Student involvement in transition planning: Are we there yet?
Autore:
Zhang, DL; Stecker, PM;
Indirizzi:
Clemson Univ, Clemson, SC 29634 USA Clemson Univ Clemson SC USA 29634Clemson Univ, Clemson, SC 29634 USA
Titolo Testata:
EDUCATION AND TRAINING IN MENTAL RETARDATION AND DEVELOPMENTAL DISABILITIES
fascicolo: 3, volume: 36, anno: 2001,
pagine: 293 - 303
SICI:
1079-3917(200109)36:3<293:SIITPA>2.0.ZU;2-6
Fonte:
ISI
Lingua:
ENG
Soggetto:
SELF-DETERMINATION; LEARNING-DISABILITIES; MENTAL-RETARDATION; PERSPECTIVE; AUTONOMY; ADULTS; YOUTH;
Tipo documento:
Article
Natura:
Periodico
Settore Disciplinare:
Social & Behavioral Sciences
Citazioni:
40
Recensione:
Indirizzi per estratti:
Indirizzo: Zhang, DL Clemson Univ, 404-A Tillman Hall,Box 340715, Clemson, SC 29634 USA Clemson Univ 404-A Tillman Hall,Box 340715 Clemson SC USA 29634
Citazione:
D.L. Zhang e P.M. Stecker, "Student involvement in transition planning: Are we there yet?", EDUC TRAIN, 36(3), 2001, pp. 293-303

Abstract

After a decade of research on self-determination of individuals with disabilities, it is now widely recognized that student involvement in the transition planning process is critical to transition success. However, little isknown about the extent to which students with mild mental retardation (MMR) are involved in the planning and implementation of transition services. The current study examined this status by interviewing 44 secondary teachersof students with MMR The interview focused on teacher/IEP team behaviors before and during the transition planning meeting and student behaviors before, during, and after the meeting. Results of this study are discussed and recommendations for future practice are provided.

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Documento generato il 25/11/20 alle ore 01:18:36