Collaborative Strategies During Transition for Students with Disabilities

Roth, Kristi; Columna, Luis

doi:10.1080/07303084.2011.10598629

Cited by 6 publications

(3 citation statements)

References 13 publications

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“…Although successful transition to school for children with disabilities is imperative to all families, it has been reported that parents have experienced stressful transitions for children as young as 5 years (Rous, Myers, & Stricklin, 2007). The transition process needs to start early, prior to the natural transition points (Roth & Columna, 2011). It has been reported that parents are not equipped for transitions (Hetherington et al, 2010; Madson-Ankeny et al, 2009).…”

Section: Discussionmentioning

confidence: 99%

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Parental Expectations About Adapted Physical Education Services

et al. 2012

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The purpose of this study was to characterize the expectations of parents of children with disabilities regarding adapted physical education services. Participants (N = 10) were parents of children with disabilities. Parents participated in one-onone semistructured interviews. Transcripts were analyzed through a constant comparative method. Three parental themes emerged from the analysis: (a) importance placed on physical activities, (b) ongoing and frequent communication and collaboration, and (c) teachers' attributes. The results of this study demonstrated that parents wanted more communication with the adapted physical education teacher, a collaborative working relationship, attendance of the adapted physical education teacher at Individual Education Program meetings, and normalcy for their child.

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Section: Discussionmentioning

confidence: 99%

“…The transition process needs to start early, prior to the natural transition points (Roth & Columna, 2011). It has been reported that parents are not equipped for transitions (Hetherington et al, 2010;Madson-Ankeny et al, 2009).…”

Section: Parental Expectations Toward Iep Meetings and Transitionmentioning

confidence: 99%

Parental Expectations About Adapted Physical Education Services

et al. 2012

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“…Although the benefits of participation in physical education programs were noted as an important area of the ECC, participants in this study were often excluded, reflecting overprotective attitudes or lack of skills in adapting programs to meet the needs of all students (Haegele & Porretta, 2015; Lieberman et al, 2014). Ongoing concerns for the underemployment of people with vision impairment (Ravenscroft, 2013; Vision Australia, 2015) highlight the need for greater focus on career education as well as recreation and leisure skills, as it has been recognized that the latter are of particular importance in employment (Roth & Columna, 2011). Ravenscroft (2016) questions the balance of education for students with vision impairment, who may be gaining high academic results but because of the lack of attention paid to areas of independent living and social skills, fail to find employment.…”

Section: Discussionmentioning

confidence: 99%

Educating students with vision impairment today: Consideration of the expanded core curriculum

Opie

2018

British Journal of Visual Impairment

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A phenomenological study was undertaken giving students with vision impairment the opportunity to voice their experiences of secondary schooling in mainstream schools. Policies of inclusion were considered, with analysis of how training and curriculum came together, as experienced by these students, to develop their inclusion in schools in Victoria. Interviews of each participant using interpretative phenomenological analysis revealed a number of themes, with lack of teacher understanding of vision impairment a common theme across all cases. The limited access to visiting teachers, specialists in vision impairment, points to the need for alternatives in the delivery of necessary expanded core curriculum components. It is proposed that teachers of these students would benefit from an online unit to educate them in vision impairment to eliminate unintentional exclusion practices currently experienced and to encourage them to incorporate components of the expanded core curriculum into their everyday practices. The need for further research is indicated. Keywords Expanded core curriculum, inclusion, interpretative phenomenological analysis, mainstream secondary school, vision impairment "The ECC is the heart of the responsibility of educators serving visually impaired students. .. and it epitomizes their 'right to be different'." (American Foundation for the Blind, 2017).

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