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dc.contributor.authorBeamish, Wendien_US
dc.contributor.authorDavies, Michaelen_US
dc.contributor.authorMeadows, Denisen_US
dc.date.accessioned2017-04-04T15:48:03Z
dc.date.available2017-04-04T15:48:03Z
dc.date.issued2012en_US
dc.date.modified2014-08-28T05:04:40Z
dc.identifier.issn0022-4669en_US
dc.identifier.doi10.1177/0022466910366602en_US
dc.identifier.urihttp://hdl.handle.net/10072/36874
dc.description.abstractExtensive 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.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_US
dc.languageEnglishen_US
dc.language.isoen_US
dc.publisherSage Publicationsen_US
dc.publisher.placeUnited Statesen_US
dc.relation.ispartofstudentpublicationNen_US
dc.relation.ispartofpagefrom227en_US
dc.relation.ispartofpageto241en_US
dc.relation.ispartofissue4en_US
dc.relation.ispartofjournalThe Journal of Special Educationen_US
dc.relation.ispartofvolume45en_US
dc.rights.retentionYen_US
dc.subject.fieldofresearchSpecial Education and Disabilityen_US
dc.subject.fieldofresearchcode130312en_US
dc.titleBenchmarking Teacher Practice in Queensland Transition Programs for Youth With Intellectual Disability and Autismen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.date.issued2012
gro.hasfulltextNo Full Text


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