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

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Title Benchmarking Teacher Practice in Queensland Transition Programs for Youth With Intellectual Disability and Autism
Author Beamish, Wendi; Meadows, Denis William; Davies, Michael Drummond
Journal Name The Journal of Special Education
Year Published 2012
Place of publication United States
Publisher Sage
Abstract Extensive work has been done in North America to examine practices recommended to facilitate postschool transitions for youth with disabilities. Few studies in Australia, however, have investigated these practices. 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 (N = 104). 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.
Peer Reviewed Yes
Published Yes
Alternative URI http://dx.doi.org/10.1177/0022466910366602
Volume 45
Issue Number 4
Page from 227
Page to 241
ISSN 0022-4669
Date Accessioned 2011-01-31
Date Available 2014-08-28T05:04:40Z
Language en_US
Research Centre Griffith Institute for Educational Research
Faculty Arts, Education and Law
Subject Special Education and Disability
URI http://hdl.handle.net/10072/36874
Publication Type Journal Articles (Refereed Article)
Publication Type Code c1

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