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IDEA's IEP Transition Plan and Proce...

Killian, Susanne R.

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IDEA's IEP Transition Plan and Process: Perceptions of Secondary Students Identified with Asperger Syndrome.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	IDEA's IEP Transition Plan and Process: Perceptions of Secondary Students Identified with Asperger Syndrome./
作者:	Killian, Susanne R.
面頁冊數:	196 p.
附註:	Source: Dissertation Abstracts International, Volume: 72-09, Section: A, page: .
Contained By:	Dissertation Abstracts International72-09A.
標題:	Education, Policy. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3463707
ISBN:	9781124752501

IDEA's IEP Transition Plan and Process: Perceptions of Secondary Students Identified with Asperger Syndrome.
Killian, Susanne R.

IDEA's IEP Transition Plan and Process: Perceptions of Secondary Students Identified with Asperger Syndrome. - 196 p.

Source: Dissertation Abstracts International, Volume: 72-09, Section: A, page: .

Thesis (Ph.D.)--North Carolina State University, 2011.

The purpose of this study is to explore the perceptions of three secondary-school students identified with Asperger Syndrome in reference to their Individualized Transition Plans and planning process. This research can be applied to the policy studies relating to mandated planning activities for all students will disabilities in the United States. In the course of this study, three participants are interviewed and two participants selected for follow-up activities, including interviews and participant journaling. Major themes emerged regarding student's perceptions and are documented, adding to the understanding of the primary stakeholders of the transition planning process.

ISBN: 9781124752501Subjects--Topical Terms:

1669130
Education, Policy.

IDEA's IEP Transition Plan and Process: Perceptions of Secondary Students Identified with Asperger Syndrome.
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520 $a The purpose of this study is to explore the perceptions of three secondary-school students identified with Asperger Syndrome in reference to their Individualized Transition Plans and planning process. This research can be applied to the policy studies relating to mandated planning activities for all students will disabilities in the United States. In the course of this study, three participants are interviewed and two participants selected for follow-up activities, including interviews and participant journaling. Major themes emerged regarding student's perceptions and are documented, adding to the understanding of the primary stakeholders of the transition planning process.
520 $a Secondary students identified with Asperger Syndrome in this study were found to have similar educational and personal goals for the future as to neurotypical students and felt empowered by their participation in the ITP process. These students perceived their role in the development of the ITP as important and central to the plan. The participants in this study also expressed that they felt empowered by both the process and product of their Individualized Transition Plan in that they were listened to and their ideas considered valuable by the ITP committee. The subjects of this study were all capable of planning post-secondary educational and life activities for themselves. These findings therefore, should be useful and help guide school systems and governmental agencies in serving students with Asperger Syndrome.
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