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dc.contributor.authorSchultz, Danielle
dc.date.accessioned2021-10-11T20:38:24Z
dc.date.available2021-10-11T20:38:24Z
dc.date.issued2016
dc.identifier.citationSchultz, D. (2016). Successful transition planning for high school students with learning disabilities: A meta-synthesis. Unpublished Masters Thesis, M.ed. Special Education, University of Alaska Southeast.en_US
dc.identifier.urihttp://hdl.handle.net/11122/12266
dc.description.abstractTransition for students with learning disabilities, as well as other disabilities, has been a heavily discussed topic in recent years. There has been much emphasis placed on transition plans and their effectiveness and relevancy for students. Students moving from the familiar and adult-led world of high school to the self-directed environment of post-secondary education and work face many obstacles that can be roadblocks to their success. Through effective instruction and practice in self-advocacy and self-determination, students can overcome those roadblocks and achieve their post-school goals. This meta-synthesis of the literature on students with learning disabilities and their experiences in transition planning investigates the effectiveness of transition services from the student perspective, as well as the perspective of the professionals working with these students.en_US
dc.language.isoen_USen_US
dc.publisherUniversity of Alaska Southeasten_US
dc.subjectMeta-Synthesisen_US
dc.subjectLiteratureen_US
dc.subjectTransitionen_US
dc.subjectSelf-Advocacyen_US
dc.subjectEffective instructionen_US
dc.subjectLearning disabilitiesen_US
dc.titleSuccessful Transition Planning for High School Students with Learning Disabilities: A Meta-Synthesisen_US
dc.typeThesisen_US
refterms.dateFOA2021-10-11T20:38:25Z


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