Index

Transition Programs for Children and Youth with Diverse Needs

ISBN: 978-1-80117-102-1, eISBN: 978-1-80117-101-4

ISSN: 1479-3636

Publication date: 17 January 2022

This content is currently only available as a PDF

Citation

(2022), "Index", Scorgie, K. and Forlin, C. (Ed.) Transition Programs for Children and Youth with Diverse Needs (International Perspectives on Inclusive Education, Vol. 18), Emerald Publishing Limited, Leeds, pp. 291-304. https://doi.org/10.1108/S1479-363620220000018020

Publisher

:

Emerald Publishing Limited

Copyright © 2022 Kate Scorgie and Chris Forlin. Published under exclusive licence by Emerald Publishing Limited


INDEX

Acceptance
, 10–12, 66–67, 86, 287

Accommodation
, 13–14, 20, 161, 285

Achievement gap
, 174

Active participation of children and youth with disabilities
, 80–81

Adaptations during COVID-19 Pandemic
, 70

Adolescents career interventions for
, 134–136

Adult Literacy Services (ALS)
, 270

Adulthood, transition to
, 160

Adults

literacy programs
, 270–271

neighborhood connections
, 271

programs for
, 269

Agency, safety, positivity, inclusion, respect, and equity principles (ASPIRE principles)
, 69, 72

Alberta Association for Community Living (AACL)
, 192

Allied health support services
, 82

Anxiety
, 47

expressing
, 58

Applied Behavior Analysis (ABA)
, 79

Aspirations
, 48

Assessment
, 236

Australian context, transition planning in
, 93–95

Australian Skills Authority (ASQA)
, 95

Australian study

Australian participants and setting
, 251–252

Australian study procedures
, 252

community reentry and
, 251

results
, 254–256

Authenticity
, 196–197

Autism
, 3, 10–11

BEN’s early years
, 56–57

Gold Coast in Queensland
, 55

Kindy
, 56–57

preparing for post school transition
, 59–60

reflections on schooling
, 60–61

school transitions
, 57–59

Autism Spectrum Disorder (ASD)
, 11–12, 82

Inclusion Collaboration Model
, 80

Becoming
, 27–28

practices to deliver effective instruction
, 32–33

Behavior disorders
, 82

Beijing Rules
, 246

Being
, 27–28

practices to build social emotional competence
, 31–32

Belonging
, 27–28

practices to adjust learning environment
, 30–31

BelongingBeingBecoming structure
, 27–28

Bio-ecological model of transition
, 66

Blurring transition
, 14–15

pathways after ECI
, 16–17

Bronfenbrenner’s ecological system theory
, 233–234

California Department of Education
, 162

California Library Literacy Services (CLLS)
, 270

California Workability 1 Program
, 161–163

benefits
, 163–164

challenges associated with
, 165–166

job availability
, 165–166

need to educate others about WA1 Program
, 166

student selection criteria
, 165

teacher experiences and perspectives regarding WA1 program
, 163–165

teacher outcomes and instructional practices
, 164–165

Capability approach theory
, 38

Capacity-building
, 184–186

Career

career guidance
, 128–129, 131

career interventions
, 130–131

Career guidance
, 128

for inclusive and sustainable future
, 129–131

Career interventions
, 130–131

for adolescents
, 134–136

career guidance for inclusive and sustainable future
, 129–131

career interventions for young adults
, 136–138

for children
, 133–134

effectively manage teaching and learning processes
, 132–133

identifying goals to pursue, in terms of knowledge and skills improvement
, 131–132

implementing in inclusive perspective
, 131–133

incorporate personalization forms
, 132

ways to involving people actively
, 131

Career Online High School (COHS)
, 268–269

Career practitioners
, 128–129

Caregiver perspectives, PODCAM’s viewpoint on
, 277–278

Case Manager (CM)
, 99–101

Central Application Office (CAO)
, 148

Cerebral Palsy (CP)
, 283

Child-focused model
, 121–123

Children

with ASD
, 11–12

career interventions for
, 133–134

with Down syndrome
, 17–18

nurturing children with diverse needs
, 111–112

optimal development
, 13

parent groups providing children and families with opportunities and skills
, 280–281

programs for
, 269

with SEND
, 12

with special needs
, 13–14

Children with disability
, 5, 275–276

active participation of
, 80–81

assisting parents during transition of child with disability from home to school or ECDC
, 282–284

engaging community in supporting transition of
, 284–285

in pre-schools
, 276

City Library
, 267–268

Claremont Evaluation Center (CEC)
, 172

Class teachers
, 42–43

Collaboration

barriers to collaboration
, 154

collaborative problem-solving
, 153

collaborative teams
, 94

with faculty
, 199–200

with families
, 79–80

home-school collaboration
, 80

interagency collaboration
, 210, 238

parent-teacher collaboration
, 210

participatory collaboration
, 68

Collaborative consultation
, 94

Collaborative culture
, 104–105

Collaborative partnership
, 64

Committed community engagement
, 181

Communicating Interagency Relationships and Collaborative Linkages for Exceptional Students model (CIRCLES model)
, 210, 213

barriers for interagency collaboration and strategies
, 223–224

community-level team
, 211–212, 221

evaluating
, 219–222

around globe
, 218–219

history
, 213

IEP Team
, 212–213

implementation fidelity evaluation
, 220

implications for policy and practice
, 224–225

language and operational barriers
, 224

in practice
, 215–218

research on
, 213, 215

school-level team
, 212, 222

stakeholder evaluation
, 220

structural barriers
, 223–224

student-level evaluation
, 220–221

success stories
, 217

website resources
, 219

Communication
, 13–14

Community

community engagement
, 284–285

community partnerships
, 225

community resources
, 211–212, 223–224, 258, 270–271

community support services
, 250

community-level team
, 211–212, 216

engagement in supporting transition of children with disabilities
, 284–285

leaders
, 285

partnerships
, 225

Community reentry

Australian participants and setting
, 251–252

Australian study
, 251

Australian study procedures
, 252

barriers to
, 246–251

credibility and trustworthiness of data analysis process
, 254

data analysis
, 253–254

differences
, 259

implications for future research, practice, and policy
, 259–260

rationale and research questions
, 251

results
, 254–257

similarities
, 258–259

stakeholders’ perspective
, 247–251

strengths and limitations of comparative study
, 260

United States study
, 251

US participants and setting
, 252–253

US study procedures
, 253

youth perspective
, 246–247

Compulsory education
, 38–39

Concordia University of Edmonton (CUE)
, 192

Confidence, feelings of
, 33–34

Consultation
, 93–94

Core support approach
, 182–184

Core Support Team (CST)
, 181–184

Corporal punishment
, 44

COVID-19 pandemic
, 128

intervention adaptations during
, 70

Credibility of data analysis process
, 254

Critical reflection on intervention
, 71–73

work in progress, few critical pointers for future implementation
, 72–73

Culture
, 103–104

Curriculum framework
, 236

Data Sharing and Use Agreement (DSUA)
, 184

Disabilities
, 128

children with
, 5

students with
, 92, 278–279

Disability Standards for Education (DSE)
, 93

Disabled persons organizations (DPOs)
, 276–277

District Office of Transition Services (DOTS)
, 163

District Strategic Plan
, 174

Diversity
, 78, 133

cultural diversity
, 266, 268

Dual enrollment programs
, 177–178

Dynamic model of transition
, 66

Early Childhood Development Centre (ECDC)
, 282–284

Early childhood intervention (ECI)
, 10

blurring transition pathways after
, 16–17

parents in ECI transition process
, 11–14

Early intervention
, 4–5, 16–17

specialized early intervention therapy
, 6

Early Intervention Program
, 14

Early Years Model of Practice (EY-MoP)
, 26–27

frequently used practices
, 30–32

impressions
, 29–30

model and teacher perspectives
, 28–34

model development
, 28

model features
, 26–28

transition to school
, 26

Ecological model of transition
, 66

Education

equity
, 178

provision
, 38–39

quality of
, 47–48

system in Malawi
, 277

Educational inequality
, 103

in South Africa
, 67

Effective work transition program
, 166–167

Embedding preparation for transition in holistic wellbeing approach
, 65–66

Employment
, 195–196

California Workability 1 Program
, 161–163

challenges associated with California Workability 1 program
, 165–166

opportunities for students with disabilities
, 160

strategies for developing effective work transition program
, 166–167

teacher experiences and perspectives regarding WA1 program
, 163–165

Enablers
, 19–20

teachers as
, 118–119

Enrolment processes in mainstream schools
, 95–103

secondary school
, 99–103

senior high school
, 95–98

Equity
, 177–178

Every Student Succeeds Act (ESSA)
, 224–225

External stakeholders
, 237

Family
, 19–20

coping
, 26

engagement
, 26

involvement in school to work transition programs
, 239

parent groups providing children and families with opportunities and skills
, 280–281

place
, 270

well-being
, 26

Federation of Disability Organization in Malawi (FEDOMA)
, 275–276, 278

Feedback
, 120

loop
, 72–73

Feelings of knowledge and confidence
, 33–34

First generation learner experiences

aspirations
, 48

context and background
, 38–39

contextual data
, 43

data collection procedures
, 41–43

ethical issues
, 43–44

experiences, ambition, and attitudes
, 44–47

locating research
, 40

methods
, 41–43

observations
, 43–44

quality of education
, 47–48

relationships
, 48–49

research design
, 41

sustainability
, 49–50

Flexible Integration Model
, 80–81

Friends
, 6

friendships
, 59

“Fulfill the Dream” program
, 135

Full time special education (FT)
, 99

Funding
, 271–272

transformative experience of volunteering
, 271–272

Globalization
, 128

Grade 7 peer support group
, 68

Grade 8 students work
, 69

Gram Panchayat
, 43

Guidance counselors
, 162

High school (HS)
, 173–174

Higher Education Opportunity Act
, 146

Higher School Certificate (HSC)
, 95

Holistic wellbeing approach
, 65–66, 72

Home–school–home transition
, 115–116

Homework
, 58–59

Human resource development issues
, 240–241

In-school resource centers
, 285

Inclusion
, 196–197

promoting school and teacher practices for
, 286–288

Inclusion Alberta
, 192–193, 197

collaboration with faculty
, 199–200

facilitating relationships
, 198–199

foundational desired outcomes
, 195–196

inclusion and authenticity
, 196–197

normative life process
, 194–195

perspective from inclusion Alberta regional coordinator
, 197–200

inclusionED
, 26

Inclusive communities

creation
, 110–112

cultivate environment for social inclusion
, 118

promote collaboration and teambuilding
, 119–120

promoting whole school approach
, 121

strategies for creating inclusive school community
, 118–121

view teachers as enablers
, 118–119

Inclusive culture of inclusion
, 20–21

Inclusive education. See also Special education (SE)
, 78

inclusive school ethos
, 84–85

inclusive schooling
, 87

Inclusive Educational Setting
, 20

Inclusive philosophy
, 151–152

Inclusive postsecondary education
, 192–193

benefits of experience
, 204–205

Inclusion Alberta
, 193–197

perspective from cue associate professor
, 201–205

perspective from inclusion Alberta regional coordinator
, 197–200

student’s experience
, 200–201

success with Asterisk
, 202–204

Inclusive schools

ethos
, 151–152

special schools to
, 78

India
, 38–39

Indian education system
, 39, 47

Individual Education Plans (IEPs)
, 57–58, 94, 151, 160, 287

parents
, 218

students
, 216–218

teachers
, 216

team
, 212–213, 216, 218

Individual planning process for students with diverse needs
, 122

Individualized Transition Plan (ITP)
, 162, 235

Individuals with Disabilities Education Act of 2004 (IDEA)
, 161, 224–225

Indonesia
, 231

Indonesian context, school to work transition programs in
, 231–233

advance school to work transition programs for students with disabilities
, 233–238

improving employment-related outcomes
, 232–233

Inductive content analysis
, 253

Innovation
, 103–104, 119

Institute for Education Sciences (IES)
, 213

Instructional assistants, teacher aides
, 60–61

Instructional practices
, 120, 163

systematic instruction
, 32

Integrated Early Childhood Development Education (IECDE)
, 275–276

Integrated Education of Disabled Children (IEDC)
, 38–39

Integrative process-orientation approach
, 66

Intellectual disabilities
, 10–11

barriers to successful post-secondary transitions for students with
, 144–145

post-secondary transitions for students with intellectual disabilities in Republic of Ireland
, 146–147

Interagency collaboration
, 210, 238

International education systems
, 82

Intersegmental collaboration
, 175–177

today’s education transition challenges call for
, 172–175

Job availability

employer willingness to accept students for WA1 training
, 166

location of job
, 165–166

Job location
, 165–166

Juvenile justice (JJ)
, 246

transition reentry
, 250

Key Learning Area (KLA)
, 101

Knowledge
, 13–14

feelings of
, 33–34

Knowledge and Human Development Authority (KHDA)
, 18–19

Language barriers
, 224

Latinx community in Southern California
, 267

Leadership
, 69, 99

school principals
, 148

Leamos
, 268

Learners

differences in parents’ perspectives
, 17–19

first generation learners
, 38–39

methodology
, 14

parents in ECI transition process
, 11–14

results
, 14–17

transition framework to inclusive settings
, 19–21

Learning
, 195–196

communities
, 110

processes
, 132–133

Learning and Support Teacher (LaST)
, 96

Learning environment

child-focused model
, 121–123

every child as everyone’s responsibility
, 114–118

schooling process
, 110–112

strategies for creating inclusive school community
, 118–121

transitioning complexity of primary and secondary schools
, 112

Learning support officers (LSOs)
, 95

Learning Support Team
, 94

Levels of Collaboration Scale
, 220

Libraries
, 265–266

adult literacy programs
, 270–271

City Library
, 267–268

family place
, 270

funding
, 271–272

literacy programs
, 266

programs and services
, 268–269

programs for adults
, 269

programs for children and young adults
, 269

Life Design International Research Group
, 130, 135

Life enriching experiences
, 195–196

Literacy
, 265–266

development
, 266

programs
, 266, 270–271

Local leaders
, 285

Location of job
, 165–166

Mainstream classrooms, practices in
, 28

Malawi Junior Certificate (JCE)
, 284

Malawi Schools Certificate of Education (MSCE)
, 284

Memorandums of Understanding (MOUs)
, 223

Mental health considerations
, 82

Middle Years Model of Practice (MY-MoP)
, 26

Migration
, 48

Ministry of Community Development (MOCD)
, 18–19

Ministry of Education (MOE)
, 18–19

Mixed-method research study
, 14

Model of Practice
, 30

Early Years Model of Practice
, 26–27

Model of Transition
, 15

Mother Groups
, 285

MPOWER program
, 137

National Assessment Program–Literacy and Numeracy (NAPLAN)
, 99, 103

National Education Evaluation and Development Unit (NEEDU)
, 64–65

National Inclusive Education Strategy
, 277–278

National Longitudinal Transition Study-2
, 160

Nationally Consistent Collection of Data (NCCD)
, 95–96

Neighborhood connections
, 271

Non-government organization (NGO)
, 41, 276–277

Normative life process
, 194–195

Nurturing children with diverse needs
, 111–112

One-way ANOVA
, 18–19

Operational barriers
, 224

Organisation for Economic Co-operation and Development (OECD)
, 92

Organizational Chart
, 102

Parent Teacher Associations (PTAs)
, 285

Parent(s)
, 116–118, 218, 276–277

advocacy
, 287

assisting parents during transition of child with disability from home to school or ECDC
, 282–284

challenges described by parents during transition
, 12–13

children with disability
, 275–276

in ECI transition process
, 11–14

emotions and feelings
, 27

engaging community in supporting transition of children with disabilities
, 284–285

groups providing children and families with opportunities and skills
, 280–281

interviews
, 41–42

labeling
, 5

negotiation with
, 6

parent groups provide children and families with opportunities and skills
, 280–281

parent-teacher meetings
, 5

parent–child transactions
, 10

perspectives
, 10

PODCAM’s viewpoint on teacher or caregiver perspectives
, 277–278

promoting school and teacher practices for inclusion
, 286–288

responsibility
, 5, 17–18

strategies promoting effective transition
, 13–14

stress
, 6

support groups
, 278

supporting school entry for students with disability
, 278–279

thoughts on school
, 4–5

transition as stressful to parents and families
, 11–12

transition in parents’ perspectives
, 17–19

Parental involvement in ECI
, 13

Parents of Disabled Children Association of Malawi (PODCAM)
, 278

viewpoint on teacher or caregiver perspectives
, 277–278

Partnerships
, 137–138

Pedagogy
, 60–61, 121

Peer relationships
, 56

interpersonal relationships
, 64, 73

peer mentoring
, 70

Peer-support approach
, 68

Person-centered planning (PCP)
, 235

Personalization forms
, 132

Personnel models of support
, 81, 83

Physical disability
, 82

Physical social wellbeing
, 276–277

PK-12-postsecondary
, 172

Placement models of support
, 81–82

Positive Development Program
, 201

Positive feedback loop strategy
, 72–73

Positive identity and self-confidence
, 195–196

Positive Youth Development approach
, 129–130

Post school transition, preparing for
, 59–60

Post-school outcomes of students with disabilities
, 230–231

Post-secondary education
, 146, 148, 152, 161, 194

Post-secondary transition planning

barriers to post-secondary transitions for students with intellectual disabilities
, 144–145

factors shape positive transitions from school
, 146

findings
, 148–152

importance of inclusive school ethos
, 151–152

lack of clarity
, 149–150

limitations of guidance provision
, 148

perceived transition obstacles
, 150–151

for students with intellectual disabilities in Republic of Ireland
, 146–147

transition planning
, 152–155

Practice model

EY-MoP
, 26–27

MY-MoP
, 26

Pre-kindergarten through 12th grade school (PK-12 school)
, 172

Primary school(ing)
, 57

transitioning complexity of
, 112

Primary to secondary school transition

critical reflection on intervention
, 71–73

embedding preparation for transition in holistic wellbeing approach
, 65–66

evolution of intervention over period of 4 years
, 70–71

in South African context
, 64–65

South African intervention
, 67–70

transition period from
, 64, 71

Principal
, 5–6, 95–96, 241

Professionals
, 92–93, 128

development
, 61

Project for Integrated Education for the Disabled (PIED)
, 38–39

Psycho-social wellbeing
, 276–277

Public libraries
, 267

Qualitative research

methods
, 38, 41

study
, 14

Quality of education
, 47–48

Quality teaching
, 119

Quality transition programs
, 92

Quantitative analysis
, 138

Quantitative research study
, 14

Quintile system
, 67

Racism
, 272

Reciprocal adaptation
, 94

Regional Learning Collaborative (RLC)
, 175–176

achieved toward student education transitions
, 177–180

broader impact
, 179–180

challenge
, 172–175

effective expansion
, 177–179

intersegmental collaboration
, 175–177

outcomes and strategic priorities
, 177–180

proof of concept
, 177

rigorous collaborative community approach
, 181–186

today’s education transition challenges call for intersegmental collaboration
, 172–175

Registered Training Organization (RTO)
, 95

Regular schools

collaboration between special and regular schools during transitions
, 79–80

models of support for including learners with high support needs in
, 81–85

personnel models
, 83

placement models
, 82

stressful transition to
, 15–16

student focused models
, 83–85

Relationships
, 48–49, 195–196

relationship-building process
, 13–14

Republic of Ireland, post-secondary transitions for students with intellectual disabilities in
, 146–147

Research Partner
, 174

Resource allocation
, 241

Responsibility for transition planning
, 153–154

Right of Children to Free and Compulsory Education Act (RTE Act)
, 38–39

Rigorous collaborative community approach
, 181–186

approach of regional learning collaborative lead to equity for diverse students
, 181–184

Sarah’s Cue Story
, 200–201

Scheduled tribes
, 39

Scheffe post hoc tests
, 18

School Improvement Grant (SIG)
, 283

School Improvement Plan (SIP)
, 283

School inclusion, PODCAM’s viewpoint on teacher or caregiver perspectives to
, 277–278

School Management Committees (SMCs)
, 285

School to work transition programs

background to Indonesian context
, 231–233

designated post-school outcome
, 239–240

family involvement
, 239

human resource development issues
, 240–241

interagency collaboration
, 238

model to advance school to work transition programs for students with disabilities in Indonesian special schools
, 233–238

program structure
, 239–241

resource allocation
, 241

transition program
, 229–231

School to Working Life framework
, 210

School transitions
, 57–59

expressing anxiety
, 58

friendships
, 59

homework
, 58–59

primary schooling
, 57

research
, 64

school sport
, 59

secondary schooling
, 57–58

School(s). See also Regular schools

environment
, 65

parent groups provide children and families with opportunities and skills
, 280–281

parent’s thoughts on what school will bring
, 4–5

policies and practices
, 78

promoting school and teacher practices for inclusion
, 286–288

review process
, 99

school-level team
, 212, 216

sport
, 59

supporting school entry for students with disability
, 278–279

transition from home to school in early years
, 4

Schooling

nurturing children with diverse needs
, 111–112

process
, 110–112

reflections on
, 60–61

transition into preschool years
, 112

Schools for specific purposes (SSPs)
, 82

Secondary school(ing)
, 57–58, 99, 103

transitioning complexity of
, 112

Secondary transition
, 210

Self-confidence, positive identity and
, 195–196

Self-determination
, 212–213

Self-Determination Inventory-Student Report (SDI-SR)
, 220–221

Self-efficacy
, 66–67, 129–130

Semi-structured interviews
, 38, 41

Senior high school
, 95–98

Sensory processing disorder
, 82

Service delivery hubs
, 267

Smooth transition
, 14–15

to SE system
, 15

Social emotional competence
, 31–32

Social inclusion

cultivate environment for
, 118

extracurricular activities
, 197

friendships
, 18

Social infrastructure
, 265–266

Social involvement
, 61

Social justice
, 128, 133, 135, 272–273

Social media
, 69

Social reorientation
, 104–105

Social skills
, 5, 79

social interaction
, 27, 46, 112

Socialization
, 7

Socio-ecological approach
, 66

South African intervention
, 67–70

adaptations during COVID-19 Pandemic
, 70

contextualizing intervention
, 67–68

engaging with peers
, 70

presenting one-day workshop
, 69

selection of peer support group
, 68

structure of intervention
, 68

Special classes
, 79

Special education (SE). See also Inclusive education
, 10–11

employment
, 160

needs
, 248

needs coordinators
, 148

smooth transition to
, 15

teachers
, 210, 215–216

Special educational needs and disabilities (SEND)
, 12

transition for students with
, 15

Special Educational Needs Coordinators (SENCO)
, 148

Special Needs Education Teacher (SNET)
, 287

Special schools

collaboration between special and regular schools during transitions
, 79–80

to inclusive schools
, 78

Specialist support classes
, 82

Specialized early intervention therapy
, 6

Speech and language difficulties
, 116

Stakeholders
, 20

evaluation
, 220

lack of access to educational services
, 247–248

lack of management of youth behavior
, 247

lack of preparedness and capacity of stakeholders
, 250–251

lack of transition specialists
, 248

lack of treatment and community services
, 248–249

large caseloads and system bureaucracy
, 250

low academic and behavioral expectations
, 247

perspective on community reentry
, 247–251

problems in interagency collaboration
, 249

State-level policy
, 225

Strategic Plan
, 173

Stressful transition
, 14–15

stressful transition to regular schools
, 15–16

Structural barriers
, 223–224

ensuring adequate representation
, 224

infrastructure
, 223

MOUs
, 223

Structured work experience cluster
, 236–237

Student focused models of support
, 81, 83, 85

Student Transition Questionnaire (STQ)
, 220–221

Student(s)
, 216–218

active participation of children and youth with disabilities
, 80–81

aspirations
, 48

collaboration between special and regular schools during transitions
, 79–80

development
, 235–237

experience
, 200–201

link between expectations and reality
, 85–87

models of support for including learners with high support needs in regular schools
, 81–85

move from special schools to inclusive schools
, 78

preparation for transition
, 5–6

selection criteria
, 165

student-focused planning
, 234–235

student-level evaluation
, 220–221

student-teacher relationships
, 151

transition programs for students in different countries
, 79

transition programs for students in different countries
, 79

transitioning from special schools
, 78

work experience
, 160

Students with disabilities. See also Children with disability
, 92, 210

post-school outcomes of
, 230–231

supporting school entry for
, 278–279

work transition programs in Indonesian special schools
, 233–238

Supports
, 13–14

learning support unit
, 57–58

service cluster
, 237

support staff
, 83, 92–93

support systems
, 95, 229–230

Sustainability
, 49–50

Sustainable Development Goals
, 135

System bureaucracy
, 250

t-test
, 18

Taxonomy for transition programming
, 231

Teacher(s)
, 216, 276–277

absenteeism
, 44–45

attitudes
, 44

collaboration
, 79–80

early childhood
, 3, 28

as enablers
, 118–119

experiences and perspectives regarding WA1 program
, 163–165

inclusive practices
, 146, 285

outcomes and instructional practices
, 164–165

PODCAM’s viewpoint on teacher or caregiver perspectives
, 277–278

practices for inclusion
, 286–288

professional development
, 61, 286

special education
, 210, 215–216

Teaching
, 120

co-teaching
, 60–61

processes
, 132–133

Teaching All Students Skills for Employment and Life interagency model (TASSEL interagency model)
, 213

Teaching Assistants. See Learning support officers (LSOs)

Teambuilding
, 119–120

Teams
, 214

Tertiary and Further Education (TAFE)
, 60

Thematic analysis
, 12

Therapy
, 5, 8

3D printing
, 60

Transactional model
, 66

Transformative experience of volunteering
, 271–272

Transforming schools for effective transition

collaborative culture
, 104–105

culture
, 103–104

educational inequality
, 103

enrolment and transition processes in mainstream schools
, 95–103

targeted learning and development
, 105

transition planning in Australian context
, 93–95

transition preparedness
, 91–92

Transition

to college
, 177

community perspectives
, 13–14

early years in preparation for transition
, 5–6

from ECI
, 10

education transitions
, 177–180

equity-focused
, 177–178

framework
, 19–21

from home to school in early years
, 4

obstacles
, 150–151

parent perspectives
, 10

parent’s thoughts on what school will bring
, 4–5

post-secondary
, 144–145

preparation for transition
, 65–66

preparedness
, 91–92

into primary school
, 57

primary to secondary
, 112

process
, 4

processes in mainstream schools
, 95–103

program
, 229–231

programs for students in different countries
, 79

school to work
, 239

secondary
, 210

service
, 230–231

socialization
, 7

specialized early intervention therapy
, 6

transition reentry
, 250

Transition of learners

differences in parents’ perspectives
, 17–19

methodology
, 14

parents in ECI transition process
, 11–14

results
, 14–17

transition framework to inclusive settings
, 19–21

Transition planning
, 94, 152, 155

in Australian context
, 93–95

barriers to effective
, 154–155

nature and extent of existing transition planning
, 153

presence(or not) of inclusive school ethos
, 155

responsibility for
, 153–154

Transitioning complexity of primary and secondary schools
, 112

Transitioning through school with autism

BEN’s early years
, 56–57

Gold Coast in Queensland
, 55

Kindy
, 56–57

preparing for post school transition
, 59–60

reflections on schooling
, 60–61

school transitions
, 57–59

Trustworthiness of data analysis process
, 254

Twin track approach
, 277–278

United Arab Emirates (UAE)
, 10–11

United Nations Convention on Rights of Persons with Disabilities (UNCRPD)
, 145, 282

United Nations Standard Minimum Rules for Administration of Juvenile Justice
, 246

United States (US)
, 251

immigrant populations transitioning to life in
, 266

participants and setting
, 252–253

public libraries
, 265–266

results
, 256–257

study procedures
, 253

Universal Design for Learning (UDL)
, 151

Usability of EY-MoP
, 29–30

Vocational Education and Training (VET)
, 95–96

Vocational training
, 233

Vocational transition
, 165

Volunteering, transformative experience of
, 271–272

Vulnerabilities
, 128

WA1 program
, 161

Well-being Support Buddy
, 70

Wellbeing coordinating committee (WBCC)
, 68

Wellbeing support teams
, 68

Whole-school approach
, 121, 147

Will’s model
, 210

Work transition programs for students with disabilities
, 233–238

external stakeholders
, 237

national government
, 237–238

student development
, 235–237

student-focused planning
, 234–235

support service cluster
, 237

Workforce Innovations and Opportunities Act (WIOA)
, 224–225

Young adults

career interventions for
, 136–138

programs for
, 269

Youth perspective, community reentry on
, 246–251

Youth with disabilities, active participation of
, 80–81

Zilla Parishad School
, 41, 44

student commitment to attendance at
, 48

teacher absenteeism in
, 44–45

Prelims
Section 1 Transitions to and through Schooling for ECE / Primary / Elementary
Exhausted, Scared, Anxious, Stressed, Frustrated, Sad, but Hopeful: Transitioning Two Boys with Autism from Home to School
The “Now What Dilemma”: An Emirati Perspective on Issues Related to Transition of Learners with SEND from Early Care to Primary Education
Framing the Foundations: A Practice Model for Teaching Children on the Autism Spectrum in Early Years Classrooms
The Experiences of First Generation Learners during Transition from a Government School to a Private Inclusive School in a Tribal Region of Maharashtra, India
Section 2 Transitions to and through Schooling for Secondary
A Journey to Belonging: Transitioning through School with Autism
Transition from Primary to Secondary School: A Collaborative Intervention between Six South African Schools Situated in Socioeconomically Challenged Contexts
Transitioning from Special Schools or Settings into Inclusive Schools: Expectations and Realities for Students with Complex Needs
“It Doesn’t Just Happen”: Transforming Schools for Effective Transition
Genuine Engagement with Children: A Principal’s Reflection on Creating a Learning Environment Where Equity Is Upheld, and Diversity Embraced
Section 3 Transition to Postsecondary Education and Vocational Opportunities
Career Interventions with an Inclusive Perspective for Individuals with Disabilities and Vulnerabilities
Falling between Two Stools? Post-secondary Transition Planning for Students with Intellectual Disabilities in the Republic of Ireland
Preparing Students to Transition to Employment: Teacher Perspectives and Student Outcomes of the California Workability 1 Program
The Regional Learning Collaborative: Supporting Successful Transitions to and through College for All Students
Transitioning Dreams to Reality: Inclusive Post-secondary Education at Concordia University of Edmonton
Section 4 Collaborative Programs, Partnerships, and Resources for Transition
CIRCLES: A Three-Team Interagency Collaboration Approach to Support Successful Transitions for Students with Disabilities
Advancing School to Work Transition Programs for Students with Disabilities in Indonesian Special Schools
Barriers to Community Re-entry for Incarcerated Youth: Stakeholders' Perspectives in Australia and the United States
Libraries as Social Agencies and Transition Points: Serving Diverse Populations
Collaborative Partnerships and Strategies to Promote Effective Transitions and Support for Students with Disability: The Role of Parent Groups in Malawi
Index