Special education teachers' perceptions of linking academics with transition goals and the Universal Design for Transition framework.
BACKGROUND: The practice of linking academics and transition goals, or Universal Design for Transition (UDT), has been proposed as a roadmap for teachers to plan instruction aimed at providing students with disabilities access to the general curriculum and transition services. METHODS/OBJECTIVES: In...
| Publicado en: | Journal of Vocational Rehabilitation Vol. 49; no. 3; pp. 287 - 299 |
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| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Sage Publications Inc.
2018
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=133954135&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 133954135 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 10522263 3O2 jtl: Journal of Vocational Rehabilitation issn: 10522263 maglogo: N pubinfo: dt: 2018 vid: 49 iid: 3 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 133954135 133954135 133954135 10.3233/JVR-180974 133954135 ppf: 287 ppct: 12 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Special education teachers' perceptions of linking academics with transition goals and the Universal Design for Transition framework. aug: au: Scott, LaRon A. Puglia, Lauren affil: Virginia Commonwealth University, Richmond, VA, USA sug: subj: Education, Special Teachers Psychosocial Factors Curriculum Goals and Objectives Conceptual Framework Attitude to Change Human Perception Qualitative Studies Interviews Learning Environment Professional Boundaries Students with Disabilities ab: BACKGROUND: The practice of linking academics and transition goals, or Universal Design for Transition (UDT), has been proposed as a roadmap for teachers to plan instruction aimed at providing students with disabilities access to the general curriculum and transition services. METHODS/OBJECTIVES: In the current qualitative study, focus groups, observations, and interviews of 9 special education teachers were used to understand perceptions about linking academics and transition goals (i.e., UDT), including challenges with using UDT as an inclusive strategy to include students with disabilities in general classroom environments. RESULTS: A common data analysis process was used in the current study to categorize and interpret the data for themes. Tiers 1 and 2 themes emerged that centered on: (a) the teachers' perceptions of linking academic and transition goals, (b) the strategies to link academic and transition goals, (c) the factors influencing practice, and (d) the perception of obstacles to implementing the UDT framework. CONCLUSIONS: All of the teachers in the current study indicated that linking academic and transition goals was pivotal for including students with disabilities in the general curriculum environment. Implications for future research and directions for the field were highlighted for discussion in the current study. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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