Transition-Focused Education

By Paula D. Kohler, S. Field. 2003

270 citations recorded by the source corpus.

Subfields: Clinical Psychology, Safety Research, Speech and Hearing

View Paper: https://www.semanticscholar.org/paper/b90e14c97874996fe8739b6fd2d2f0bb7c6bb4ce

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In Clinical Psychology

In Safety Research

Citations in the corpus

The Lived Experiences of Adolescents with Disabilities and Their Parents in Transition Planning (2010, background): “Both parents and students indicate a desire for individualized and contextualized rather than bureaucratic relationships (deFur et al., 2001; Kohler & Field, 2003; Landmark et al., 2007).”
Evidence-Based Practices in Secondary Transition (2009, background): “• Cuvo, Davis, O’Reilly, Mooney, & Crowley (1992) • McDonnell & McFarland (1988) • Mechling & Gast (1997) • Steege et al. (1987) • Taylor, Collins, Schuster, & Kleinert (2002) • Collins, Hall, & Branson (1997) • Nietupski et al.”
Availability of and Access to Career Development Activities for Transition-Age Youth With Disabilities (2010, background): “school-to-work, transition assessment, employment, high school, adolescence Preparation for adulthood and the world of work begins early in life and evolves over time as students progress through elementary, middle, and high school (Kohler & Field, 2003; Weidenthal & Kochhar-Bryant, 2007).”
How Does the Quality and Stability of the Teaching Force Influence the Research-to-Practice Gap? (2008, background): “…were previously described for students with learning disabilities (Vaughn & LinanThompson, 2003) and are also available for students across disability categories (e.g., see Browder & Cooper-Duffy, 2003; Landrum et al., 2003) and age levels (e.g., see Kohler & Field, 2003; Odom & Wolery, 2003).”
The Effect of Transition Planning Participation and Goal-Setting on College Enrollment Among Youth With Autism Spectrum Disorders (2016, background): “The process should support high school coursework based on students’ goals and interests, self-evaluation of their progress in meeting their goals, and development of selfdetermination and other skills to achieve goals (Kohler, 1993, 1996, 1998; Kohler & Field, 2003).”
Substantiated Best Practices in Transition: Fifteen Plus Years Later (2010, background): “Furthermore, many studies conducted by practitioners of various roles in the transition field including special education teachers, field scholars, and school professionals produced or evaluated transition practices (Kohler & Field, 2003; Phelps & HanleyMaxwell, 1997).”