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Supporting the Post-School Goals of Youth with Disabilities through Use of a Transition Coordinator

Year 2020, Volume: 5 Issue: 1, 43 - 69, 07.05.2020
https://doi.org/10.30828/real/2020.1.2

Abstract

Principals in the United States are responsible for creating educational environments that enable students, including those with disabilities, to achieve both academic and postschool goals. Unfortunately, many principals lack the preparation necessary to effectively lead special education programs. To support principals and ensure that students with disabilities are prepared for life after high school, school districts may employ transition coordinators. These special education teachers support students with disabilities in identifying and achieving their post-school goals. In this paper, we describe the transition coordinator role and essential job components in detail.

References

  • Asselin, S. B., Todd-Allen, M., & DeFur, S. (1998). Transition coordinators define yourselves. Teaching Exceptional Children, 30(3), 11-15. Asselin, S. B., Todd-Allen, M., & DeFur, S. (1998). Transition coordinators define yourselves. Teaching Exceptional Children, 30(3), 11-15. Barnhill, G. P. (2016). Supporting students with Asperger syndrome on college campuses: Current practices. Focus on Autism and Other Developmental Disabilities, 31(1), 3-15.
Year 2020, Volume: 5 Issue: 1, 43 - 69, 07.05.2020
https://doi.org/10.30828/real/2020.1.2

Abstract

References

  • Asselin, S. B., Todd-Allen, M., & DeFur, S. (1998). Transition coordinators define yourselves. Teaching Exceptional Children, 30(3), 11-15. Asselin, S. B., Todd-Allen, M., & DeFur, S. (1998). Transition coordinators define yourselves. Teaching Exceptional Children, 30(3), 11-15. Barnhill, G. P. (2016). Supporting students with Asperger syndrome on college campuses: Current practices. Focus on Autism and Other Developmental Disabilities, 31(1), 3-15.
There are 1 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Andrew Scheef This is me

Julia Mahfouz This is me

Publication Date May 7, 2020
Published in Issue Year 2020 Volume: 5 Issue: 1

Cite

APA Scheef, A., & Mahfouz, J. (2020). Supporting the Post-School Goals of Youth with Disabilities through Use of a Transition Coordinator. Research in Educational Administration and Leadership, 5(1), 43-69. https://doi.org/10.30828/real/2020.1.2
AMA Scheef A, Mahfouz J. Supporting the Post-School Goals of Youth with Disabilities through Use of a Transition Coordinator. REAL. May 2020;5(1):43-69. doi:10.30828/real/2020.1.2
Chicago Scheef, Andrew, and Julia Mahfouz. “Supporting the Post-School Goals of Youth With Disabilities through Use of a Transition Coordinator”. Research in Educational Administration and Leadership 5, no. 1 (May 2020): 43-69. https://doi.org/10.30828/real/2020.1.2.
EndNote Scheef A, Mahfouz J (May 1, 2020) Supporting the Post-School Goals of Youth with Disabilities through Use of a Transition Coordinator. Research in Educational Administration and Leadership 5 1 43–69.
IEEE A. Scheef and J. Mahfouz, “Supporting the Post-School Goals of Youth with Disabilities through Use of a Transition Coordinator”, REAL, vol. 5, no. 1, pp. 43–69, 2020, doi: 10.30828/real/2020.1.2.
ISNAD Scheef, Andrew - Mahfouz, Julia. “Supporting the Post-School Goals of Youth With Disabilities through Use of a Transition Coordinator”. Research in Educational Administration and Leadership 5/1 (May 2020), 43-69. https://doi.org/10.30828/real/2020.1.2.
JAMA Scheef A, Mahfouz J. Supporting the Post-School Goals of Youth with Disabilities through Use of a Transition Coordinator. REAL. 2020;5:43–69.
MLA Scheef, Andrew and Julia Mahfouz. “Supporting the Post-School Goals of Youth With Disabilities through Use of a Transition Coordinator”. Research in Educational Administration and Leadership, vol. 5, no. 1, 2020, pp. 43-69, doi:10.30828/real/2020.1.2.
Vancouver Scheef A, Mahfouz J. Supporting the Post-School Goals of Youth with Disabilities through Use of a Transition Coordinator. REAL. 2020;5(1):43-69.


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