Transition programs for children and youth with diverse needs:
"Volume 18 of International Perspectives on Inclusive Education offers multiple international perspectives on transitions for children and youth with diverse backgrounds and special needs. Transition approaches are viewed from early childhood through to post-secondary and into workplace setting...
Gespeichert in:
| Weitere Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Bingley, UK
Emerald Publishing
2022
|
| Ausgabe: | First edition |
| Schriftenreihe: | International perspectives on inclusive education
volume 18 |
| Schlagworte: | |
| Online-Zugang: | FWS01 FWS02 |
| Zusammenfassung: | "Volume 18 of International Perspectives on Inclusive Education offers multiple international perspectives on transitions for children and youth with diverse backgrounds and special needs. Transition approaches are viewed from early childhood through to post-secondary and into workplace settings using a unique convergence of integrating research and practice in schools, workplaces, organizations, and communities. Effective evidence-based programs, interventions, and strategies are also incorporated throughout, with a strong emphasis on collaborative partnerships underpinning all aspects of transition. This research is predicated on the assumption that inclusion in academic, social, vocational, and other contexts incorporates all stakeholders. Providing a focus on meaningful involvement and participation in communities and activities of choice, that secure benefits for all, the chapter authors examine both innovative evidence-based practices that facilitate transition, and potential barriers, supplemented by informative case studies. In addition to providing knowledge and skill training for establishing effective transitions, this volume views programs, attitudes, expectations, and perceptions, in relation to what it means to be accorded welcome into a particular setting."--Publisher's description Providing a focus on meaningful involvement and participation in communities and activities of choice, that secure benefits for all, the chapter authors examine both innovative evidence-based practices that facilitate transition, and potential barriers, supplemented by informative case studies |
| Beschreibung: | 1 Online Ressource (xxxii, 304 Seiten) illustrations |
| ISBN: | 9781801171014 1801171017 |
Internformat
MARC
| LEADER | 00000nmm a2200000 cb4500 | ||
|---|---|---|---|
| 001 | BV048201082 | ||
| 003 | DE-604 | ||
| 005 | 00000000000000.0 | ||
| 007 | cr|uuu---uuuuu | ||
| 008 | 220505s2022 |||| o||u| ||||||eng d | ||
| 020 | |a 9781801171014 |c Online, pdf |9 978-1-80117-101-4 | ||
| 020 | |a 1801171017 |9 1-80117-101-7 | ||
| 035 | |a (OCoLC)1293255084 | ||
| 035 | |a (DE-599)BVBBV048201082 | ||
| 040 | |a DE-604 |b ger |e rda | ||
| 041 | 0 | |a eng | |
| 049 | |a DE-863 |a DE-862 | ||
| 245 | 1 | 0 | |a Transition programs for children and youth with diverse needs |c edited by Kate Scorgie and Chris Forlin |
| 250 | |a First edition | ||
| 264 | 1 | |a Bingley, UK |b Emerald Publishing |c 2022 | |
| 300 | |a 1 Online Ressource (xxxii, 304 Seiten) |b illustrations | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b c |2 rdamedia | ||
| 338 | |b cr |2 rdacarrier | ||
| 490 | 0 | |a International perspectives on inclusive education |v volume 18 | |
| 505 | 8 | |a 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 o 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 -- | |
| 505 | 8 | |a 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 -- | |
| 505 | 8 | |a 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 | |
| 520 | 3 | |a "Volume 18 of International Perspectives on Inclusive Education offers multiple international perspectives on transitions for children and youth with diverse backgrounds and special needs. Transition approaches are viewed from early childhood through to post-secondary and into workplace settings using a unique convergence of integrating research and practice in schools, workplaces, organizations, and communities. Effective evidence-based programs, interventions, and strategies are also incorporated throughout, with a strong emphasis on collaborative partnerships underpinning all aspects of transition. This research is predicated on the assumption that inclusion in academic, social, vocational, and other contexts incorporates all stakeholders. Providing a focus on meaningful involvement and participation in communities and activities of choice, that secure benefits for all, the chapter authors examine both innovative evidence-based practices that facilitate transition, and potential barriers, supplemented by informative case studies. In addition to providing knowledge and skill training for establishing effective transitions, this volume views programs, attitudes, expectations, and perceptions, in relation to what it means to be accorded welcome into a particular setting."--Publisher's description | |
| 520 | 3 | |a Providing a focus on meaningful involvement and participation in communities and activities of choice, that secure benefits for all, the chapter authors examine both innovative evidence-based practices that facilitate transition, and potential barriers, supplemented by informative case studies | |
| 653 | 0 | |a Children with disabilities / Education | |
| 653 | 0 | |a School-to-work transition | |
| 653 | 0 | |a Enfants handicapés / Éducation | |
| 653 | 0 | |a Transition école-travail | |
| 653 | 0 | |a Children with disabilities / Education | |
| 653 | 0 | |a School-to-work transition | |
| 653 | 6 | |a Electronic books | |
| 700 | 1 | |a Scorgie, Kate |0 (DE-588)1138855588 |4 edt | |
| 700 | 1 | |a Forlin, Chris |e Sonstige |0 (DE-588)1193183154 |4 oth | |
| 776 | 0 | 8 | |i Erscheint auch als |n Druck-Ausgabe |z 978-1-80117-102-1 |a Scorgie, Kate |t Transition Programs for Children and Youth with Diverse Needs |d Bingley : Emerald Publishing Limited,c2022 |
| 776 | 0 | 8 | |i Erscheint auch als |n Online-Ausgabe, EPUB |z 978-1-80117-103-8 |
| 912 | |a ZDB-55-ESS | ||
| 999 | |a oai:aleph.bib-bvb.de:BVB01-033582090 | ||
| 966 | e | |u https://www.emerald.com/insight/publication/doi/10.1108/S1479-3636202218 |l FWS01 |p ZDB-55-ESS |x Verlag |3 Volltext | |
| 966 | e | |u https://www.emerald.com/insight/publication/doi/10.1108/S1479-3636202218 |l FWS02 |p ZDB-55-ESS |x Verlag |3 Volltext | |
Datensatz im Suchindex
| DE-BY-FWS_katkey | 984319 |
|---|---|
| _version_ | 1824555196007579648 |
| adam_txt | |
| any_adam_object | |
| any_adam_object_boolean | |
| author2 | Scorgie, Kate |
| author2_role | edt |
| author2_variant | k s ks |
| author_GND | (DE-588)1138855588 (DE-588)1193183154 |
| author_facet | Scorgie, Kate |
| building | Verbundindex |
| bvnumber | BV048201082 |
| collection | ZDB-55-ESS |
| contents | 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 o 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 |
| ctrlnum | (OCoLC)1293255084 (DE-599)BVBBV048201082 |
| edition | First edition |
| format | Electronic eBook |
| fullrecord | <?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>06227nmm a2200505 cb4500</leader><controlfield tag="001">BV048201082</controlfield><controlfield tag="003">DE-604</controlfield><controlfield tag="005">00000000000000.0</controlfield><controlfield tag="007">cr|uuu---uuuuu</controlfield><controlfield tag="008">220505s2022 |||| o||u| ||||||eng d</controlfield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9781801171014</subfield><subfield code="c">Online, pdf</subfield><subfield code="9">978-1-80117-101-4</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">1801171017</subfield><subfield code="9">1-80117-101-7</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(OCoLC)1293255084</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)BVBBV048201082</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-604</subfield><subfield code="b">ger</subfield><subfield code="e">rda</subfield></datafield><datafield tag="041" ind1="0" ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="049" ind1=" " ind2=" "><subfield code="a">DE-863</subfield><subfield code="a">DE-862</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Transition programs for children and youth with diverse needs</subfield><subfield code="c">edited by Kate Scorgie and Chris Forlin</subfield></datafield><datafield tag="250" ind1=" " ind2=" "><subfield code="a">First edition</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="a">Bingley, UK</subfield><subfield code="b">Emerald Publishing</subfield><subfield code="c">2022</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">1 Online Ressource (xxxii, 304 Seiten)</subfield><subfield code="b">illustrations</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="490" ind1="0" ind2=" "><subfield code="a">International perspectives on inclusive education</subfield><subfield code="v">volume 18</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">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 o 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 -- </subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">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 -- </subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">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</subfield></datafield><datafield tag="520" ind1="3" ind2=" "><subfield code="a">"Volume 18 of International Perspectives on Inclusive Education offers multiple international perspectives on transitions for children and youth with diverse backgrounds and special needs. Transition approaches are viewed from early childhood through to post-secondary and into workplace settings using a unique convergence of integrating research and practice in schools, workplaces, organizations, and communities. Effective evidence-based programs, interventions, and strategies are also incorporated throughout, with a strong emphasis on collaborative partnerships underpinning all aspects of transition. This research is predicated on the assumption that inclusion in academic, social, vocational, and other contexts incorporates all stakeholders. Providing a focus on meaningful involvement and participation in communities and activities of choice, that secure benefits for all, the chapter authors examine both innovative evidence-based practices that facilitate transition, and potential barriers, supplemented by informative case studies. In addition to providing knowledge and skill training for establishing effective transitions, this volume views programs, attitudes, expectations, and perceptions, in relation to what it means to be accorded welcome into a particular setting."--Publisher's description</subfield></datafield><datafield tag="520" ind1="3" ind2=" "><subfield code="a">Providing a focus on meaningful involvement and participation in communities and activities of choice, that secure benefits for all, the chapter authors examine both innovative evidence-based practices that facilitate transition, and potential barriers, supplemented by informative case studies</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Children with disabilities / Education</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">School-to-work transition</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Enfants handicapés / Éducation</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Transition école-travail</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Children with disabilities / Education</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">School-to-work transition</subfield></datafield><datafield tag="653" ind1=" " ind2="6"><subfield code="a">Electronic books</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Scorgie, Kate</subfield><subfield code="0">(DE-588)1138855588</subfield><subfield code="4">edt</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Forlin, Chris</subfield><subfield code="e">Sonstige</subfield><subfield code="0">(DE-588)1193183154</subfield><subfield code="4">oth</subfield></datafield><datafield tag="776" ind1="0" ind2="8"><subfield code="i">Erscheint auch als</subfield><subfield code="n">Druck-Ausgabe</subfield><subfield code="z">978-1-80117-102-1</subfield><subfield code="a">Scorgie, Kate</subfield><subfield code="t">Transition Programs for Children and Youth with Diverse Needs</subfield><subfield code="d">Bingley : Emerald Publishing Limited,c2022</subfield></datafield><datafield tag="776" ind1="0" ind2="8"><subfield code="i">Erscheint auch als</subfield><subfield code="n">Online-Ausgabe, EPUB</subfield><subfield code="z">978-1-80117-103-8</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">ZDB-55-ESS</subfield></datafield><datafield tag="999" ind1=" " ind2=" "><subfield code="a">oai:aleph.bib-bvb.de:BVB01-033582090</subfield></datafield><datafield tag="966" ind1="e" ind2=" "><subfield code="u">https://www.emerald.com/insight/publication/doi/10.1108/S1479-3636202218</subfield><subfield code="l">FWS01</subfield><subfield code="p">ZDB-55-ESS</subfield><subfield code="x">Verlag</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="966" ind1="e" ind2=" "><subfield code="u">https://www.emerald.com/insight/publication/doi/10.1108/S1479-3636202218</subfield><subfield code="l">FWS02</subfield><subfield code="p">ZDB-55-ESS</subfield><subfield code="x">Verlag</subfield><subfield code="3">Volltext</subfield></datafield></record></collection> |
| id | DE-604.BV048201082 |
| illustrated | Illustrated |
| index_date | 2024-07-03T19:46:41Z |
| indexdate | 2025-02-20T07:03:49Z |
| institution | BVB |
| isbn | 9781801171014 1801171017 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-033582090 |
| oclc_num | 1293255084 |
| open_access_boolean | |
| owner | DE-863 DE-BY-FWS DE-862 DE-BY-FWS |
| owner_facet | DE-863 DE-BY-FWS DE-862 DE-BY-FWS |
| physical | 1 Online Ressource (xxxii, 304 Seiten) illustrations |
| psigel | ZDB-55-ESS |
| publishDate | 2022 |
| publishDateSearch | 2022 |
| publishDateSort | 2022 |
| publisher | Emerald Publishing |
| record_format | marc |
| series2 | International perspectives on inclusive education |
| spellingShingle | Transition programs for children and youth with diverse needs 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 o 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 |
| title | Transition programs for children and youth with diverse needs |
| title_auth | Transition programs for children and youth with diverse needs |
| title_exact_search | Transition programs for children and youth with diverse needs |
| title_exact_search_txtP | Transition programs for children and youth with diverse needs |
| title_full | Transition programs for children and youth with diverse needs edited by Kate Scorgie and Chris Forlin |
| title_fullStr | Transition programs for children and youth with diverse needs edited by Kate Scorgie and Chris Forlin |
| title_full_unstemmed | Transition programs for children and youth with diverse needs edited by Kate Scorgie and Chris Forlin |
| title_short | Transition programs for children and youth with diverse needs |
| title_sort | transition programs for children and youth with diverse needs |
| work_keys_str_mv | AT scorgiekate transitionprogramsforchildrenandyouthwithdiverseneeds AT forlinchris transitionprogramsforchildrenandyouthwithdiverseneeds |