ERIC Number: EJ1104449
Record Type: Journal
Publication Date: 2016-Jul
Abstractor: As Provided
Evidence-Based Transition Planning Practices for Secondary Students with Disabilities: What Has Australia Signed Up For?
O'Neill, Sue C.; Strnadová, Iva; Cumming, Therese M.
Australasian Journal of Special Education, v40 n1 p39-58 Jul 2016
There are no Commonwealth or state laws in Australia that require educational authorities to provide individualised transition plans (ITPs) to secondary students with disabilities. It is argued that, in lieu of legislation, Australia's signed commitment to international treaties and national policies obliges educational jurisdictions to provide ITPs to secondary students with disabilities to improve the postschool outcomes for this vulnerable population. Document analysis methods were used to analyse these international treaties and national policies for statements aligned with evidence-based transition skills and predictors. Almost 90 transition-aligned statements were found, accounting for all evidence-based transition skill categories and most of the transition predictor categories. Implications for policymakers and educational jurisdictions are discussed.
Descriptors: Disabilities, Foreign Countries, Secondary School Students, Transitional Programs, Predictor Variables, Individualized Transition Plans, Special Education, Evidence Based Practice
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Secondary Education
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A