Transition planning for students with disabilities: Perspectives of Canadian and American school psychologists

IF 1.8 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of School and Educational Psychology Pub Date : 2020-12-16 DOI:10.1080/21683603.2018.1558136

D. Talapatra, Gabrielle Wilcox, Holly L Roof, Courtney E. Hutchinson

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引用次数: 7

Abstract

ABSTRACT Postsecondary transition plans and services include domains such as independent living, postsecondary employment, and postsecondary education and have positive lifelong benefits for students with intellectual disabilities (ID). School psychologists have much to contribute to the transition process, but previous studies have indicated they often have limited involvement in this domain. A survey was conducted to assess school psychologists’ current knowledge, attitudes, and behaviors regarding transition services for students with ID. Respondents included 282 practicing school psychologists from the United States and Canada. Regression results indicated that attitude, knowledge, and previous experience with the ID population were significant predictors of performance of transition-related professional behavior. Responses to open-ended questions supported the quantitative survey results and highlighted the importance of instruction (direct, informal, and experiential) in school psychologist delivery of transition services. Given this, recommendations to increase school psychologist knowledge of and positive attitudes toward transition planning and students with intellectual disabilities and their families are discussed.

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残疾学生的过渡规划:加拿大和美国学校心理学家的观点

摘要：中学后过渡计划和服务包括独立生活、中学后就业和中学后教育等领域，为智障学生带来了积极的终身福利。学校心理学家对过渡过程有很大贡献，但之前的研究表明，他们在这一领域的参与往往有限。一项调查旨在评估学校心理学家目前对ID学生过渡服务的知识、态度和行为。受访者包括来自美国和加拿大的282名实习学校心理学家。回归结果表明，态度、知识和以前在ID人群中的经历是过渡相关职业行为表现的重要预测因素。对开放式问题的回答支持了定量调查结果，并强调了指导（直接、非正式和体验式）在学校心理学家提供过渡服务中的重要性。鉴于此，讨论了提高学校心理学家对过渡计划、智障学生及其家庭的知识和积极态度的建议。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Journal of School and Educational Psychology Social Sciences-Education

CiteScore

4.00

自引率

0.00%

发文量

期刊介绍： The International Journal of School & Educational Psychology (IJSEP) is the official journal of The International School Psychology Association (ISPA) and is a broad-based, interdisciplinary journal addressing issues of professional importance to the success of children, youth, and families in academics and in life. IJSEP seeks to bridge the gap in psychological and evidence-based practices in schools, and senior practitioners alike are invited to contribute papers to the journal. The Editor-in-Chief, Editors, and Editorial Board are made up of prominent scientists, scholars, and senior practitioners from around the world, and include eminent international and multidisciplinary reviewers who make recommendations about what articles should be published. The journal is unique in that it attempts to include the views of different individuals, and also seek to assist new researchers and practitioners in developing their scholarship. IJSEP follows a rigorous and double-blind anonymous peer review process and requires authors to meet all stylistic and ethical guidelines put forth in the most recent APA Publication Manual. The journal accepts empirical papers using quantitative, qualitative, and mixed-method methodologies that contribute to the knowledge base of any critical, international school or educational issues. Emphasizing the publication of outstanding research articles, IJSEP also considers literature reviews, methodological or theoretical statements related to teaching, learning, schooling, cross-cultural psychology, school psychological services, applied educational psychology, educational research, assessment, new models of instruction, and other school-related areas. While we realize that most learning takes place between ages 0 and 21, IJSEP also focuses on adult learning, special education services with individuals of all ages, and learning and schooling across the life-span.

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