Life Span Transitions for a Student with LD: Mother-Daughter Perspectives

Autor/inn/en	Cumming, Therese M.; Smedley, Emily N.
Titel	Life Span Transitions for a Student with LD: Mother-Daughter Perspectives
Quelle	In: Intervention in School and Clinic, 52 (2017) 3, S.176-181 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-4512
DOI	10.1177/1053451216644826
Schlagwörter	Transitional Programs; Student Adjustment; Learning Disabilities; Mothers; Daughters; Planning; Family Involvement; Student Participation; Student Attitudes; Parent Attitudes; Elementary School Students; Middle School Students; High School Students; Postsecondary Education + Suchen Sie Ihr Suchwort? Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Learning handicap; Lernbehinderung; Mother; Mutter; Daughter; Tochter; Ablaufplanung; Planungsprozess; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Schülerverhalten; Elternverhalten; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule; Post-secondary education; Tertiäre Bildung
Abstract	Transition planning and processes can greatly influence the quality of schooling transitions for students with learning disabilities. Student-focused planning and family involvement are two integral components of transition planning that do not always receive the emphasis that they deserve. The educational transitions of one student are examined through the lens of the student and her mother, with a focus on these two areas. These experiences are compared to research-based transition practices, with recommendations for improving the process for other students with learning disabilities in the future. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01