Acceptance
, 10–12, 66–67, 86, 287
Accommodation
, 13–14, 20, 161, 285
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
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
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
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
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
Claremont Evaluation Center (CEC)
, 172
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
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
Core support approach
, 182–184
Core Support Team (CST)
, 181–184
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
Curriculum framework
, 236
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
Every Student Succeeds Act (ESSA)
, 224–225
External stakeholders
, 237
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
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
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
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
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
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
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 social wellbeing
, 276–277
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
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
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
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 justice
, 128, 133, 135, 272–273
Social reorientation
, 104–105
Social skills
, 5, 79
social interaction
, 27, 46, 112
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 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
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
Sustainable Development Goals
, 135
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)
Tertiary and Further Education (TAFE)
, 60
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