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A Guideline of Transition Service fo...

Pamanee, Kanit.

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A Guideline of Transition Service for Individuals with Disabilities in Thailand.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Guideline of Transition Service for Individuals with Disabilities in Thailand./
Author:	Pamanee, Kanit.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	298 p.
Notes:	Source: Dissertation Abstracts International, Volume: 80-01(E), Section: A.
Contained By:	Dissertation Abstracts International80-01A(E).
Subject:	Special education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10844997
ISBN:	9780438372627

A Guideline of Transition Service for Individuals with Disabilities in Thailand.
Pamanee, Kanit.

A Guideline of Transition Service for Individuals with Disabilities in Thailand. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 298 p.

Source: Dissertation Abstracts International, Volume: 80-01(E), Section: A.

Thesis (Ed.D.)--California State University, Los Angeles, 2018.

Transition services have been proven to be an essential tool in preparing students with disabilities to be ready for adulthood and become esteemed members of society. In western countries, transition services mainly consider a student's needs, are designed within an outcome-oriented process, include a coordinated set of activities, and promote movement from school to post-school life. In contrast, transition services in Thailand mainly focus on preparing students with disabilities for employment rather than improving all essential skills for adulthood based on the individual's needs, interests, and strengths. Therefore, this study set out to examine the current practices of transition services and to propose a transition services framework for students with disabilities in Thailand. The data were collected in residential schools for students with intellectual disabilities through semi-structured interview questions and a focus group with the participation of school administrators, special education teachers, and parents of students with disabilities. In the data-analysis procedure, while a priori coding was employed to form the initial themes, line-by-line coding was conducted to find codes that emerged across the differing data sources in order to look for connections between themes. The findings demonstrated six emerging themes: academic, independent living, self-determination, postsecondary education, employment, and technology. Employment was identified as the main focus while postsecondary education was addressed as the least concern throughout transition services. In fact, academic, self-determination, independent living, and technology were infused into all subjects in reaching the goal of "education for work." The study also provided the six-domain transition services framework to improve all essential skills for students with disabilities in Thailand.

ISBN: 9780438372627Subjects--Topical Terms:

516693
Special education.

A Guideline of Transition Service for Individuals with Disabilities in Thailand.
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500 $a Source: Dissertation Abstracts International, Volume: 80-01(E), Section: A.
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520 $a Transition services have been proven to be an essential tool in preparing students with disabilities to be ready for adulthood and become esteemed members of society. In western countries, transition services mainly consider a student's needs, are designed within an outcome-oriented process, include a coordinated set of activities, and promote movement from school to post-school life. In contrast, transition services in Thailand mainly focus on preparing students with disabilities for employment rather than improving all essential skills for adulthood based on the individual's needs, interests, and strengths. Therefore, this study set out to examine the current practices of transition services and to propose a transition services framework for students with disabilities in Thailand. The data were collected in residential schools for students with intellectual disabilities through semi-structured interview questions and a focus group with the participation of school administrators, special education teachers, and parents of students with disabilities. In the data-analysis procedure, while a priori coding was employed to form the initial themes, line-by-line coding was conducted to find codes that emerged across the differing data sources in order to look for connections between themes. The findings demonstrated six emerging themes: academic, independent living, self-determination, postsecondary education, employment, and technology. Employment was identified as the main focus while postsecondary education was addressed as the least concern throughout transition services. In fact, academic, self-determination, independent living, and technology were infused into all subjects in reaching the goal of "education for work." The study also provided the six-domain transition services framework to improve all essential skills for students with disabilities in Thailand.
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