高中情绪行为障碍学生的过渡优势与需求

IF 1.6 3区教育学 Q2 EDUCATION, SPECIAL

Career Development and Transition for Exceptional Individuals Pub Date : 2021-01-23 DOI:10.1177/2165143420988527

K. H. Yeager, J. Morgan, M. R. Brown, Kyle Higgins, I. Jackson

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引用次数: 4

摘要

基于优势的过渡评估和规划方法可以确保特殊教育服务以人为中心。为了更好地了解情绪和行为障碍（EBD）学生的优势和需求，我们比较了三所公立高中学生及其老师的看法。对过渡评估、访谈和教育文件的趋同混合方法分析揭示了不同观点之间的显著差异。在过渡规划量表-2中，11个领域中有8个领域的学生评分（n=8）高于教师评分（n=8）。面试记录和过渡计划文件显示，在与职业相关的技能、学术科目和技能以及个人特征方面，优势和需求存在差异。基于这些发现，我们提出了进一步研究的建议和对实践的启示。

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Transition Strengths and Needs of High School Students With Emotional and Behavioral Disorders

A strengths-based approach to transition assessment and planning can ensure that special education services are person-centered. To better understand the strengths and needs of students with emotional and behavioral disorders (EBD), we compared the perceptions of students and their teachers from three public high schools. A convergent mixed-methods analysis of transition assessments, interviews, and educational documents revealed significant differences between perspectives. On the Transition Planning Inventory–2, student ratings (n = 8) were higher than teacher ratings (n = 8) on 8 out of 11 domains. Interview transcripts and transition plan documents revealed differences in strengths and needs related to career-related skills, academic subjects and skills, and personal characteristics. Based on these findings, we provide suggestions for further research and implications for practice.

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来源期刊

Career Development and Transition for Exceptional Individuals Multiple-

CiteScore

5.40

自引率

15.20%

发文量

期刊介绍： Career Development and Transition for Exceptional Individuals specializes in the fields of secondary education, transition, and career development for persons with documented disabilities and special needs. CDTEI focuses on the life roles of individuals as students, workers, consumers, family members, and citizens. Articles cover qualitative and quantitative research, scholarly reviews, and program descriptions and evaluations. Published by the Hammill Institute on Disabilities and SAGE in association with the Division on Career Development and Transition of The Council for Exceptional Children.