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Benchmarking Teacher Practice in Queensland Transition Programs for Youth With Intellectual Disability and Autism

Beamish, Wendi, Meadows, Denis, Davies, Michael,

Academic Literature

2010

Few studies in Australia, however, have investigated practices which facilitate postschool transitions for youth with disabilities.This study drew on the Taxonomy for Transition Programming developed by Kohler to benchmark practice at government and nongovernment schools throughout Queensland, Australia.

A statewide survey was used to gather data from teachers and other influential staff. Participants were asked to (a) indicate their level of agreement that each practice was a program quality indicator and (b) report on the current use of that practice in school programs. Transition practices in the areas of Family–School Relationships, Student Development, and student-focused planning were strongly endorsed and frequently implemented. Lower levels of endorsement and implementation, however, were signaled in the areas of Interagency Collaboration and Program Structure.

Recommendations for reform at the school, systems, and interagency levels are provided.

Publication information

Journal/Publication : The Journal of Special Education

Location : International

Domain/s: Education, Economic participation

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