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003			ZW-GwMSU
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008			210426b ||||| |||| 00| 0 eng d
022			_a0004-9441
040			_aMSU _cMSU _erda
100	1		_aStrnadova, Iva _eauthor
245	1	4	_aThe importance of quality transition processes for students with disabilities across settings: _bLearning from the current situation in New South Wales/ _cIva Strnadova,
264			_aLos Angeles: _bSage, _c2014.
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_aAustralian journal of education _vVolume 58 , number 3 ,
520			_aThis article examines the current state of the transition process for students with developmental disabilities in New South Wales, Australia. Teachers from 75 schools were surveyed about current practices for students with developmental disabilities transitioning from primary to secondary school and from secondary school to post-school life. Teachers' responses to the open-ended survey questions were analysed using inductive content analysis. The results of the analysis revealed that although many schools had transition processes in place, such as school visits and orientation programs, many key evidence-based practices were missing. Key themes that emerged included school-specific transition practices at each level and the importance of home–school collaboration. Overall results indicated a need for a mandated, student-centred planning and support process, guided by evidence-based practice.
650	4		_aDevelopmental disabilities
650	4		_aTransition programs
650	4		_aSchool role
700	1		_aCumming Therese M _eauthor
856			_uhttps://doi.org/10.1177/0004944114543603
942			_2lcc _cJA
999			_c156732 _d156732