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dc.contributor.authorMcKim, Howard
dc.date.accessioned2015-03-30T20:17:24Z
dc.date.available2015-03-30T20:17:24Z
dc.date.issued2012-06-11
dc.identifier.urihttp://hdl.handle.net/11122/5202
dc.description.abstractDespite increasing legal requirements in planning and documentation, transition outcomes for secondary LD students continue to fall short of pre-graduation expectations. As students move from the supportive and controlled environment of public school education systems to the less structured world of work or post-secondary education, a myriad of skills, supports, and coordinated efforts are needed for optimal outcomes. As the number of students qualifying for services continues to rise, analysis of the shortcomings and successes of the current special education transition strategies is becoming increasingly important. This meta-synthesis of the literature on transitioning secondary LD students investigates the realities of secondary transition planning and the difficulties in implementation.en_US
dc.language.isoen_USen_US
dc.publisherUniversity of Alaska Southeasten_US
dc.subjectSpecial Educationen_US
dc.subjectSecondary Students with Disabilitiesen_US
dc.subjectTransitionen_US
dc.subjectLearning Disabilityen_US
dc.titleTransition Planning for Secondary Students with Learning Disabilities: A Meta-Synthesisen_US
dc.title.alternativeTransition Planning for Secondary LD Studentsen_US
dc.typeThesisen_US


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