The effectiveness of secondary school transition programs for students with learning disabilities attending selected community colleges /
The purpose of this study was to determine the effectiveness
| Main Author: | |
|---|---|
| Format: | Thesis Book |
| Language: | English |
| Published: |
[Place of publication not identified] :
[publisher not identified] ;
1996.
|
| Subjects: | |
| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=743149051&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | The purpose of this study was to determine the effectiveness of secondary school individual transition plans for students with learning disabilities attending selected community colleges. Community college students who qualified for the disabled student services program from the three community colleges in San Antonio, Texas, were surveyed regarding the effectiveness of their transition programs. A 34-question survey was used to gather data regarding the demographic composition of the subjects and to investigate the following areas of transition: the characteristics of the secondary school transition plan which were deemed effective by the students, the characteristics of the secondary school transition plan which would have improved the quality of the postsecondary experience, the individuals who were most responsible in delivering the individual transition plan, and the overall effectiveness of the secondary school transition plan. The findings from the study suggested that the individual transition plans were not effective in preparing the students for transition in community college. Based on the findings from the study, the data suggested that secondary schools consider the following recommendations: that the student and his parent(s), in conjunction with transition plan team members, begin to meet as early as age 14 to start developing an individual transition plan; that special programs be considered as part of the individual transition plan; that by age 16 or earlier students be informed of their diagnostic testing to learn about their learning strengths and weaknesses; that students with learning disabilities be considered for placement in honors classes; and that each student be given a tour of the community college to learn about its special programs and be prepared for the expectations placed on a community college student. A recommendation for further research would be to explore the self-advocacy skills of students with learning disabilities attending community college and their impact on the effectiveness of individual transition plans. |
|---|---|
| Item Description: | Vita. "Major Subject: Educational Administration". |
| Physical Description: | xvi, 223 leaves ; 28 cm. Issued also on microfiche from University Microfilms Inc. |
| Bibliography: | Includes bibliographical references. |