scholarly journals Teachers' perspectives on the impact of the middle to high school transition for students with disabilities

2020 ◽  
Author(s):  
◽  
Annie Nguyen Tran
Keyword(s):  
High School ◽  
Students With Disabilities ◽  
High School Transition ◽  
School Transition ◽  
Teachers Perspectives ◽  
The Impact

Quality of High School Transition Preparation Survey

2010 ◽  
Author(s):  
Mary E. Morningstar ◽  
Bruce B. Frey ◽  
Patricia M. Noonan ◽  
Jennifer Ng ◽  
Beth Clavenna-Deane ◽  
...  
Keyword(s):  
High School ◽  
High School Transition ◽  
School Transition ◽  
Transition Preparation

scholarly journals A Service User Perspective Informing the Role of Occupational Therapy in School Transition Practice for High School Learners with TBI: An African Perspective

2019 ◽  
Vol 2019 ◽  
pp. 1-15
Author(s):  
Lee-Ann Jacobs-Nzuzi Khuabi ◽  
Estelle Swart ◽  
Mogammad Shaheed Soeker
Keyword(s):  
High School ◽  
Occupational Therapy ◽  
High School Transition ◽  
School Setting ◽  
Occupational Therapists ◽  
School Transition ◽  
School Reentry ◽  
Role Players ◽  
African Context ◽  
Current Transition

Background. In the South African context, there are no specific guidelines regarding how to prepare and support adolescents for the transition from a health care to a high school setting post TBI. This raises questions about the relevance and responsiveness of the current transition practices in occupational therapy in terms of adequately preparing and supporting these adolescents to participate in school and hence exercise their right to a quality education. Method. This study explored adolescents and other key role players’ perspectives on and experiences of the high school transition (i.e., school reentry and continued school participation) post TBI. It was anticipated that this would provide an increased understanding of the enablers and barriers to high school reentry and participation post TBI. This served as a basis to explore the main aim of this study which was to help occupational therapists identify where efforts in terms of service delivery are needed. This study was situated in the interpretivist qualitative paradigm and used a multicase study design, which included semistructured interviews with eight adolescent learners with TBI, their primary caregivers, teachers, and principals as well as observations and documentation review. Results. This paper will focus on a central theme in the research, namely, the nature and extent of support needed to facilitate the high school transition of adolescents with TBI within a developing context. Similar to the findings of studies conducted in developed contexts, participants highlighted that they felt that adolescents need support at various stages of the school transition. Participants further alluded to support that should be collaborative, coordinated, flexible, and monitored to ensure it is relevant and responsive to these adolescents’ changing needs. Conclusion. The study findings conclude that occupational therapists have a crucial role in fostering an enabling environment (directly and indirectly) through fulfilling various roles including that of a facilitator, intermediary, coach, collaborator, supporter, and advocator.

The Consequences of Friend-Related Stress Across Early Adolescence

2019 ◽  
Vol 40 (2) ◽  
pp. 249-272
Author(s):  
Aprile D. Benner ◽  
Yang Hou ◽  
Kristina M. Jackson
Keyword(s):  
High School ◽  
Middle School ◽  
Middle School Students ◽  
High School Transition ◽  
School Transition ◽  
Well Being ◽  
Risky Behaviors ◽  
Transition To High School ◽  
School Students ◽  
Related Stress

The current study investigated early adolescents’ experiences of friend-related stress across middle school and its developmental consequences following the transition to high school. Using a sample of approximately 1,000 middle school students, four unique friend-related stress trajectories were observed across middle school: consistently low friend-related stress (57% of the sample), consistently high friend-related stress (7%), moderate and increasing friend-related stress (22%), and moderate but decreasing friend-related stress (14%). Groups characterized by higher levels of friend-related stress across middle school were linked to subsequent poorer socioemotional well-being, lower academic engagement, and greater involvement in and expectancies around risky behaviors following the transition to high school. Increased friend-related stress across the high school transition was also linked to poorer outcomes, even after taking into account earlier stress trajectories. Gender differences highlighted the particular struggles girls experience both in friend stress and in the links between friend stress and subsequent well-being.

scholarly journals Randomized trial of parent training to prevent adolescent problem behaviors during the high school transition.

2016 ◽  
Vol 30 (8) ◽  
pp. 944-954 ◽  
Author(s):  
W. Alex Mason ◽  
Charles B. Fleming ◽  
Thomas J. Gross ◽  
Ronald W. Thompson ◽  
Gilbert R. Parra ◽  
...  
Keyword(s):  
High School ◽  
Parent Training ◽  
Randomized Trial ◽  
Problem Behaviors ◽  
High School Transition ◽  
School Transition ◽  
Adolescent Problem Behaviors
Sign in / Sign up

Export Citation Format

Share Document