Benchmarking Teacher Practice in Queensland Transition Programs for Youth With Intellectual Disability and Autism

Abstract

Extensive work has been done in North America to examine practices recommended to facilitate postschool transitions for youth with disabilities. Few studies in Australia, however, have investigated these practices. This study drew on the Taxonomy for Transition Programming developed by Kohler to benchmark practice at government and nongovernment schools throughout Queensland, Australia. A statewide survey was used to gather data from teachers and other influential staff (N = 104). Participants were asked to (a) indicate their level of agreement that each practice was a program quality indicator and (b) report on the current use of that practice in school programs. Transition practices in the areas of Family–School Relationships, Student Development, and student-focused planning were strongly endorsed and frequently implemented. Lower levels of endorsement and implementation, however, were signaled in the areas of Interagency Collaboration and Program Structure. Recommendations for reform at the school, systems, and interagency levels are provided.

Students with autism transitioning from primary to secondary schools: parents’ perspectives and experiences

“…However, the varied experiences of the participating parents indicate that these practices are inconsistent at best. This finding is consistent with the findings of a study conducted by Beamish, Meadows, and Davies (2012), who surveyed 104 teachers in Queensland, Australia, on their use of research-based practices comprised in Kohler's taxonomy. The results indicated that areas of interagency collaboration and programme structure had lower levels of endorsement and implementation.…”

“…The findings from this study highlight the significance of effective interagency and interdisciplinary collaboration as specified in Kohler's taxonomy. For interagency and interdisciplinary collaboration to be effective, there is a need for clearly defined roles and responsibilities (Beamish, Meadows, and Davies 2012), coordinated and shared delivery of transition-related services, and collaborative funding and staffing of transition services (Kohler 1996;Kohler and Field 2003). However, the varied experiences of the participating parents indicate that these practices are inconsistent at best.…”

“…A longitudinal approach to research in this area would also offer valuable insights. Conducting a research study mapping the use of research-based practices as outlined in Kohler's taxonomy in NSW and on national level, as was done by Beamish, Meadows, and Davies (2012) in Queensland, would allow for more in-depth insights about use of research-based transition practices in Australia.…”

Policy Implementation and Determinant of Access to Education for Disable Learners in Siaya and Kisumu Counties- Kenya: A Phenomenological Study

“…Also, these countries made several amendments on their policies to give more financial support and develop different programs to make access realistic to learner. Ireland was among the first one to develop special needs act in 2004 even before adoption of CRPD in 2006 (Kavouni, 2016;Clerke, 2015;Beamish, W., Meadows, D.,& Davies, 2010;Watson, 2009;Foloştină, Duţă, & Prăvălici, 2014;Zvoleyko, Kalashnikova, & Klimenko, 2016;Louise, 2013;Karr, Valerie L.Edema, Ashley van Sims, Jacob Brusegaard, 2017;Callan & Ed, 2018;UNESCO, 2015;WHO, 2011;and WB, 2015).…”

Marco de referencia para orientar los programas educativos dirigidos a la Transición a la Vida Adulta de jóvenes con discapacidad intelectual y del desarrollo: una revisión de la literatura

“…Como se ha comentado anteriormente, estas propuestas han sido una constante en la literatura de transición (Tabla 1). Una de las primeras es la Taxonomy for Transition Programming (Kohler, 1996), que se ha mantenido a lo largo de los años y diversos autores la siguen considerando como el único modelo de transición basado en evidencias empíricas (Beamish, Meadows y Davies, 2010;Test, Aspel y Everson, 2006). Años después Kohler y Field (2003), tras recalcar la importancia del sistema educativo en el inicio de los procesos de planificación de la transición, revisan y actualizan el modelo conceptual de Kohler (1996) y vuelven a proponer las cinco áreas de la Taxonomía como síntesis de las aportaciones de la investigación.…”