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

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 protected]; Web site: http://sagepub.com

Y

15

Transitional Programs; Mental Retardation; Foreign Countries; Public Schools; Private Schools; Family School Relationship; Student Development; Planning; Attitude Measures; Agency Cooperation; Program Effectiveness; Teacher Attitudes; Student Participation; Secondary Schools; Special Schools; Autism; Teacher Effectiveness; Teacher Competencies

10.1177/0022466910366602

0022-4669

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. (Contains 8 tables and 2 figures.)

As Provided

54

2012

EJ951904