ERIC Number: EJ1122834
Record Type: Journal
Publication Date: 2017-Jan
Abstractor: As Provided
Life Span Transitions for a Student with LD: Mother-Daughter Perspectives
Cumming, Therese M.; Smedley, Emily N.
Intervention in School and Clinic, v52 n3 p176-181 Jan 2017
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.
Descriptors: 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
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: email@example.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Middle Schools; Secondary Education; Junior High Schools; High Schools; Postsecondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A