Parent and Teacher Perceptions of Individualised Transition Planning

Parent and Teacher Perceptions of Individualised Transition Planning

Parent and Teacher Perceptions of Individualised Transition Planning

Parent and Teacher Perceptions of Individualised Transition Plannings

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Référence bibliographique [5334]

Goupil, Georgette, Tassé, Marc J., Garcin, Nathalie et Doré, Catherine. 2002. «Parent and Teacher Perceptions of Individualised Transition Planning ». British Journal of Special Education, vol. 29, no 3, p. 127-135.

Fiche synthèse

1. Objectifs


Intentions :
« 1) Provide interested schools with an information session that explained the concept of transition and transition planning
2) Describe and analyse the steps taken by schools to establish an individualised transition plan for students with learning desabilities.
3) Describe and analyse the perception of school personnel and parents regarding transition plans.
4) Summarize the contents of the transition plans.
5) Describe the relationship between adaptive behaviour and the objectives outlined in the transition plans. » (p. 129)

2. Méthode



Échantillon/Matériau :
Vingt-un étudiants, soit 13 garçons et 8 filles, présentant des difficultés d’apprentissage allant de légères à moyennes. Ils sont agées de 13 à 20 ans. Les parents et les professeurs de ces étudiants participant également à l’étude.

Instruments :
- Questionnaire à questions ouvertes et fermées développé pour les fins de l’étude sur les plans de transition
- Trois plans de type transition :
Making Action Plans (Forest and Pearpoint’s, 1991, 1992);
Practical guide for developing individual transition plans (Hobbs & Allen’s, 1989);
Ten skills specified by the American Association on Mental Retardation (Luckasson et al., 1992).
Type de traitement des données :
Analyse de contenu et analyse statistique

3. Résumé


« This article presents the results from a pilot study of individualised transition planning (from school to adulthood). [...] The authors discuss the content of the plans; the process of preparing them; and the perceptions of parents and school personnel who participated in the study. The results, based on the preparation of 21 individualised transition plans (ITP), indicate that while students had limited participation in their own ITP, parents were pleased with the ITP process. Analyse of the ITP objectives revealed that few ITP objectives focused on work or leisure skills. [...] These results are discussed with respect to factors that may facilitate the transition form scool to adulthood for students with learning desabilities and will provide interesting points of comparaison for those involved in United Kingdom and elsewere. » (p. 127)