메뉴 건너뛰기




Volumn , Issue , 2012, Pages 56-72

Student involvement in the transition process

Author keywords

[No Author keywords available]

Indexed keywords


EID: 84879949480     PISSN: None     EISSN: None     Source Type: Book    
DOI: None     Document Type: Chapter
Times cited : (7)

References (70)
  • 1
    • 0000623006 scopus 로고    scopus 로고
    • Promoting transition goals and self-determination through student self-directed learning: The self-determined learning model of instruction
    • Agran, M., Blanchard, C., & Wehmeyer, M. L. (2000). Promoting transition goals and self-determination through student self-directed learning: The self-determined learning model of instruction. Education and Training in Mental Retardation and Developmental Disabilities, 35, 351-364
    • (2000) Education and Training in Mental Retardation and Developmental Disabilities , vol.35 , pp. 351-364
    • Agran, M.1    Blanchard, C.2    Wehmeyer, M.L.3
  • 4
    • 33747063854 scopus 로고    scopus 로고
    • Effects of the Self-Directed IEP on student participation in planning meetings
    • Arndt, S. A., Konrad, M., & Test, D. W. (2006). Effects of the Self-Directed IEP on student participation in planning meetings. Remedial and Special Education, 27, 194-207
    • (2006) Remedial and Special Education , vol.27 , pp. 194-207
    • Arndt, S.A.1    Konrad, M.2    Test, D.W.3
  • 5
    • 85024926540 scopus 로고    scopus 로고
    • Norman, OK: University of Oklahoma, Zarrow Center for Learning Enrichment
    • Cantley, P., Little, K., & Martin, J. (2010). Me! Lessons for teaching self-awareness & self-advocacy. Norman, OK: University of Oklahoma, Zarrow Center for Learning Enrichment. Retrieved from: http:// www.ou.edu/content/education/centers-and-partnerships/zarrow/trasition-education-materials/ me-lessons-for-teaching-self-awareness-and-self-advocacy.html
    • (2010) Me! Lessons for teaching self-awareness & self-advocacy
    • Cantley, P.1    Little, K.2    Martin, J.3
  • 6
    • 85072678905 scopus 로고    scopus 로고
    • Career Clusters (2011). Career Clusters Interest Survey. Retrieved from http://careerclusters.org/ccinterestsurvey. php
    • (2011) Career Clusters Interest Survey
  • 7
    • 85072652436 scopus 로고    scopus 로고
    • Career One Stop. (2011). Explore Career Videos. Retrieved from: http://acinet.org/acinet/videos. asp?id=27,&nodeid=27%00
    • (2011) Explore Career Videos
  • 8
    • 70149111819 scopus 로고    scopus 로고
    • Transition planning/coordinating interventions for youth with disabilities: A systematic review
    • Cobb, R. B., & Alwell, M. (2009). Transition planning/coordinating interventions for youth with disabilities: A systematic review. Career Development for Exceptional Individuals, 32, 70-81
    • (2009) Career Development for Exceptional Individuals , vol.32 , pp. 70-81
    • Cobb, R.B.1    Alwell, M.2
  • 10
    • 84992828722 scopus 로고    scopus 로고
    • Self-determination in secondary transition assessment
    • Field, S., & Hoffman, A. (2007). Self-determination in secondary transition assessment. Assessment for Effective Intervention, 32, 181-190
    • (2007) Assessment for Effective Intervention , vol.32 , pp. 181-190
    • Field, S.1    Hoffman, A.2
  • 12
    • 43749116008 scopus 로고    scopus 로고
    • Transition legislation and models
    • In R. W. Flexer, R. M. Baer, P. Luft, & T. J. Simmons (Eds.) (3rd ed.), Upper Saddle River, NJ: Pearson
    • Flexer, R. W., & Baer, R. M. (2008). Transition legislation and models. In R. W. Flexer, R. M. Baer, P. Luft, & T. J. Simmons (Eds.), Transition planning for secondary students with disabilities (3rd ed.). Upper Saddle River, NJ: Pearson
    • (2008) Transition planning for secondary students with disabilities
    • Flexer, R.W.1    Baer, R.M.2
  • 14
    • 13944252563 scopus 로고    scopus 로고
    • Quality indicators for group experimental and quasi-experimental research in special education
    • Gersten, R., Fuchs, L. S., Compton, D., Coyne, M., Greenwood, C., & Innocenti, M. S. (2005). Quality indicators for group experimental and quasi-experimental research in special education. Exceptional Children, 71, 149-164
    • (2005) Exceptional Children , vol.71 , pp. 149-164
    • Gersten, R.1    Fuchs, L.S.2    Compton, D.3    Coyne, M.4    Greenwood, C.5    Innocenti, M.S.6
  • 15
    • 18944384892 scopus 로고    scopus 로고
    • Best practices in transition
    • In C. A. Kochhar-Bryant & G. Greene (Eds.), Upper Saddle River, NJ: Pearson
    • Greene, G. (2009). Best practices in transition. In C. A. Kochhar-Bryant & G. Greene (Eds.), Pathways to successful transition for youth with disabilities (pp. 196-235). Upper Saddle River, NJ: Pearson
    • (2009) Pathways to successful transition for youth with disabilities , pp. 196-235
    • Greene, G.1
  • 16
    • 10444233995 scopus 로고    scopus 로고
    • Self-determination for students with disabilities: Views of parents and teachers
    • Grigal, M., Neubert, D. A., Moon, M. S., & Graham, S. (2003). Self-determination for students with disabilities: Views of parents and teachers. Exceptional Children, 70, 97-112
    • (2003) Exceptional Children , vol.70 , pp. 97-112
    • Grigal, M.1    Neubert, D.A.2    Moon, M.S.3    Graham, S.4
  • 17
    • 13944278835 scopus 로고    scopus 로고
    • The use of singlesubject research to identify evidence-based practice in special education
    • Horner, R. H., Carr, E. G., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of singlesubject research to identify evidence-based practice in special education. Exceptional Children, 71, 165-179
    • (2005) Exceptional Children , vol.71 , pp. 165-179
    • Horner, R.H.1    Carr, E.G.2    Halle, J.3    McGee, G.4    Odom, S.5    Wolery, M.6
  • 19
    • 84992828793 scopus 로고    scopus 로고
    • Access to post-high school services: Transition assessment and the summary of performance
    • Kochhar-Bryant, C. A., & Izzo, M. V. (2006). Access to post-high school services: Transition assessment and the summary of performance. Career Development for Exceptional Individuals, 29, 70-89
    • (2006) Career Development for Exceptional Individuals , vol.29 , pp. 70-89
    • Kochhar-Bryant, C.A.1    Izzo, M.V.2
  • 20
    • 84973815896 scopus 로고
    • Best practices in transition: Substantiated or implied?
    • Kohler, P. D. (1993). Best practices in transition: Substantiated or implied? Career Development for Exceptional Individuals, 16 (2), 107-121
    • (1993) Career Development for Exceptional Individuals , vol.16 , Issue.2 , pp. 107-121
    • Kohler, P.D.1
  • 22
    • 0242338719 scopus 로고    scopus 로고
    • Transition-focused education: Foundation for the future
    • Kohler, P. D., & Field, S. (2003). Transition-focused education: Foundation for the future. The Journal of Special Education, 37, 174-183
    • (2003) The Journal of Special Education , vol.37 , pp. 174-183
    • Kohler, P.D.1    Field, S.2
  • 23
    • 84992884606 scopus 로고    scopus 로고
    • Teaching middle-school students with disabilities to use an IEP template
    • Konrad, M., & Test, D. W. (2004). Teaching middle-school students with disabilities to use an IEP template. Career Development for Exceptional Individuals, 27, 101-124
    • (2004) Career Development for Exceptional Individuals , vol.27 , pp. 101-124
    • Konrad, M.1    Test, D.W.2
  • 24
    • 35248839299 scopus 로고    scopus 로고
    • Effects of GO 4 IT NOW! strategy instruction on the written IEP goal articulation and paragraph-writing skills of middle school students with disabilities
    • Konrad, M., & Test, D. W. (2007). Effects of GO 4 IT. NOW! strategy instruction on the written IEP goal articulation and paragraph-writing skills of middle school students with disabilities. Remedial and Special Education, 28, 277-291
    • (2007) Remedial and Special Education , vol.28 , pp. 277-291
    • Konrad, M.1    Test, D.W.2
  • 25
    • 33845328824 scopus 로고    scopus 로고
    • Using IEP goals and objectives to teach paragraph writing to high school students with physical and cognitive disabilities
    • Konrad, M., Trela, K., & Test, D. W. (2006). Using IEP goals and objectives to teach paragraph writing to high school students with physical and cognitive disabilities. Education and Training in Developmental Disabilities, 41, 111-124
    • (2006) Education and Training in Developmental Disabilities , vol.41 , pp. 111-124
    • Konrad, M.1    Trela, K.2    Test, D.W.3
  • 28
    • 79959795226 scopus 로고    scopus 로고
    • The effect of student-directed transition planning with a computer-based reading support program on the self-determination of students with disabilities
    • Lee, Y., Wehmeyer, M. L., Palmer, S. B., Williams-Diehm, K., Davies, D. K., & Stock, S. E. (2011). The effect of student-directed transition planning with a computer-based reading support program on the self-determination of students with disabilities. Journal of Special Education, 45 (2), 104-117
    • (2011) Journal of Special Education , vol.45 , Issue.2 , pp. 104-117
    • Lee, Y.1    Wehmeyer, M.L.2    Palmer, S.B.3    Williams-Diehm, K.4    Davies, D.K.5    Stock, S.E.6
  • 29
    • 0040097385 scopus 로고
    • High school students rate their IEPs: Low opinions and lack of ownership
    • Lovitt, T. C., & Cushing, S. S. (1994). High school students rate their IEPs: Low opinions and lack of ownership. Intervention in School and Clinic, 30, 34-37
    • (1994) Intervention in School and Clinic , vol.30 , pp. 34-37
    • Lovitt, T.C.1    Cushing, S.S.2
  • 33
    • 84965917984 scopus 로고
    • ChoiceMaker: A comprehensive self-determination transition program
    • Martin, J. E., & Marshall, L. H. (1995). ChoiceMaker: A comprehensive self-determination transition program. Intervention in School and Clinic, 30 (3), 147-156
    • (1995) Intervention in School and Clinic , vol.30 , Issue.3 , pp. 147-156
    • Martin, J.E.1    Marshall, L.H.2
  • 35
    • 85072677380 scopus 로고    scopus 로고
    • Participatory decision-making: Innovative practices that increase student self-determination
    • In R.W. Flexer, T. J. Simmons, P. Luft, & R. M. Baer (Eds.), (3rd ed). Columbus: Merrill Prentice Hall
    • Martin, J. E., Marshall, L. H., & DePry, R. L. (2008). Participatory decision-making: Innovative practices that increase student self-determination. In R.W. Flexer, T. J. Simmons, P. Luft, & R. M. Baer (Eds.), Transition planning for secondary students with disabilities (3rd ed., pp. 340-366). Columbus: Merrill Prentice Hall
    • (2008) Transition planning for secondary students with disabilities , pp. 340-366
    • Martin, J.E.1    Marshall, L.H.2    DePry, R.L.3
  • 36
    • 84973819307 scopus 로고
    • Transition policy: Infusing student self-determination and self-advocacy into transition programs
    • Martin, J. E., Marshall, L. H., & Maxson, L. (1993). Transition policy: Infusing student self-determination and self-advocacy into transition programs. Career Development for Exceptional Individuals, 16, 53-61
    • (1993) Career Development for Exceptional Individuals , vol.16 , pp. 53-61
    • Martin, J.E.1    Marshall, L.H.2    Maxson, L.3
  • 38
    • 16244410463 scopus 로고    scopus 로고
    • A 3-year study of middle, junior high, and high school IEP meetings
    • Martin, J. E., Marshall, L., & Sale, P. (2004). A 3-year study of middle, junior high, and high school IEP meetings. Exceptional Children, 70, 285-297
    • (2004) Exceptional Children , vol.70 , pp. 285-297
    • Martin, J.E.1    Marshall, L.2    Sale, P.3
  • 40
    • 33644625446 scopus 로고    scopus 로고
    • Increasing student participation in IEP meetings: Establishing the Self-Directed IEP as an evidencedbased practice
    • Martin, J. E., Van Dycke, J. L., Christensen, W. R., Greene, B. A., Gardner, J. E., & Lovett, D. L. (2006). Increasing student participation in IEP meetings: Establishing the Self-Directed IEP as an evidencedbased practice. Exceptional Children, 72, 299-316
    • (2006) Exceptional Children , vol.72 , pp. 299-316
    • Martin, J.E.1    van Dycke, J.L.2    Christensen, W.R.3    Greene, B.A.4    Gardner, J.E.5    Lovett, D.L.6
  • 41
    • 84992850864 scopus 로고    scopus 로고
    • The student-directed summary of performance: Increasing student and family involvement in the transition planning process
    • Martin, J. E., Van Dycke, J., D'Ottavio, M., & Nickerson, K. (2007). The student-directed summary of performance: Increasing student and family involvement in the transition planning process. Career Development for Exceptional Individuals, 30, 13-26
    • (2007) Career Development for Exceptional Individuals , vol.30 , pp. 13-26
    • Martin, J.E.1    van Dycke, J.2    D'Ottavio, M.3    Nickerson, K.4
  • 42
    • 29744458239 scopus 로고    scopus 로고
    • Direct observation of teacher-directed secondary IEP meetings: Establishing the need for selfdetermination and student participation instruction
    • Martin, J. E., Van Dycke, J. L., Greene, B. A., Gardner, J. E., Christensen, W. R., Woods, L. L., et al. (2006). Direct observation of teacher-directed secondary IEP meetings: Establishing the need for selfdetermination and student participation instruction. Exceptional Children, 72, 187-200
    • (2006) Exceptional Children , vol.72 , pp. 187-200
    • Martin, J.E.1    van Dycke, J.L.2    Greene, B.A.3    Gardner, J.E.4    Christensen, W.R.5    Woods, L.L.6
  • 43
    • 7044260698 scopus 로고    scopus 로고
    • Implementation of self-determination activities and student participation in IEPs
    • Mason, C., Field, S., & Sawilowsky, S. (2004). Implementation of self-determination activities and student participation in IEPs. Exceptional Children, 70, 441-451
    • (2004) Exceptional Children , vol.70 , pp. 441-451
    • Mason, C.1    Field, S.2    Sawilowsky, S.3
  • 45
    • 33845364239 scopus 로고    scopus 로고
    • Promoting post-school success for all: The role of collaboration in person-centered transition planning
    • Michaels, C. A., & Ferrara, D. L. (2005). Promoting post-school success for all: The role of collaboration in person-centered transition planning. Journal of Educational and Psychological Consultation, 16, 287-313
    • (2005) Journal of Educational and Psychological Consultation , vol.16 , pp. 287-313
    • Michaels, C.A.1    Ferrara, D.L.2
  • 48
  • 50
    • 85050991970 scopus 로고    scopus 로고
    • National Longitudinal Transition Study 2. (2009). NLTS2 data tables. Retrieved from http://www.nlts2.org
    • (2009) NLTS2 data tables
  • 53
    • 65249118798 scopus 로고    scopus 로고
    • Toward self-directed learning, post-high school placement, and coordinated support: Constructing new transition bridges to adult life
    • Rusch, F. R., Hughes, C., Agran, M., Martin, J. E., & Johnson, J. R. (2009). Toward self-directed learning, post-high school placement, and coordinated support: Constructing new transition bridges to adult life. Career Development for Exceptional Individuals, 32, 53-59
    • (2009) Career Development for Exceptional Individuals , vol.32 , pp. 53-59
    • Rusch, F.R.1    Hughes, C.2    Agran, M.3    Martin, J.E.4    Johnson, J.R.5
  • 54
    • 77954577614 scopus 로고    scopus 로고
    • Norman, OK: University of Oklahoma, Zarrow Center
    • Sylvester, L., Woods, L. L., & Martin, J. E. (2009). Student-directed transition planning. Norman, OK: University of Oklahoma, Zarrow Center. Retrieved from http://www.ou.edu/content/education/ centers-and-partnerships/zarrow/trasition-education-materials/student-directed-transitionplanning. html
    • (2009) Student-directed transition planning
    • Sylvester, L.1    Woods, L.L.2    Martin, J.E.3
  • 56
    • 33645625503 scopus 로고    scopus 로고
    • Using the Self-Advocacy Strategy to increase middle graders' IEP participation
    • Test, D. W., & Neale, M. (2004). Using the Self-Advocacy Strategy to increase middle graders' IEP participation. Journal of Behavioral Education, 13, 135-145
    • (2004) Journal of Behavioral Education , vol.13 , pp. 135-145
    • Test, D.W.1    Neale, M.2
  • 59
    • 7044238680 scopus 로고    scopus 로고
    • The most important member: Facilitating the focus person's participation in person centered planning
    • Timmons, J. S., & Whitney-Thomas, J. (1998). The most important member: Facilitating the focus person's participation in person centered planning. Research to Practice, 4(1), 3-6
    • (1998) Research to Practice , vol.4 , Issue.1 , pp. 3-6
    • Timmons, J.S.1    Whitney-Thomas, J.2
  • 61
    • 84973779824 scopus 로고
    • Facilitating student participation in the individualized education programs through motivation strategy instruction
    • Van Reusen, A. K., & Bos, C. S. (1994). Facilitating student participation in the individualized education programs through motivation strategy instruction. Exceptional Children, 60, 466-475
    • (1994) Exceptional Children , vol.60 , pp. 466-475
    • van Reusen, A.K.1    Bos, C.S.2
  • 63
    • 85072673919 scopus 로고    scopus 로고
    • Washington State Department of Social and Health Services (2000). Life Skills Inventory. Retrieved from http://www.dshs.wa.gov/pdf/ms/forms/10_267.pdf
    • (2000) Life Skills Inventory
  • 64
    • 84965527473 scopus 로고
    • Whose future is it anyway? Promoting student involvement in transition planning with a student-directed process
    • Wehmeyer, M. L., & Lawrence, M. (1995). Whose future is it anyway? Promoting student involvement in transition planning with a student-directed process. Career Development for Exceptional Individuals, 18, 69-83
    • (1995) Career Development for Exceptional Individuals , vol.18 , pp. 69-83
    • Wehmeyer, M.L.1    Lawrence, M.2
  • 65
  • 69
    • 77954583788 scopus 로고    scopus 로고
    • Student-Directed Transition Planning: Increasing student knowledge and self-efficacy in the transition planning process
    • Woods, L. L., Sylvester, L., & Martin, J. E. (2010). Student-Directed Transition Planning: Increasing student knowledge and self-efficacy in the transition planning process. Career Development for Exceptional Individuals, 33, 106-114
    • (2010) Career Development for Exceptional Individuals , vol.33 , pp. 106-114
    • Woods, L.L.1    Sylvester, L.2    Martin, J.E.3


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.