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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
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- 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