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Peer reviewedWard, Linda; Mallett, Robina; Heslop, Pauline; Simons, Ken – British Journal of Special Education, 2003
A study involving 27 young people with learning disabilities and 27 parents found many left school without any transition planning. Where transition planning had occurred, there was a stark mismatch between topics families wanted covered and those addressed. Many students who received transition planning had little if any involvement. (Contains 9…
Descriptors: Foreign Countries, Learning Disabilities, Long Range Planning, Mental Retardation
Peer reviewedSmith, Grahame; Goldthorpe, Rod – British Journal of Special Education, 1988
A teacher in a school for students with moderate learning difficulties and a secondary school teacher exchanged teaching responsibilities, to identify potential problems for students and teachers when mainstreaming is carried out. Discussed are the impact of class size, teaching styles, knowledge-centered learning, scope of curriculum, scheduling,…
Descriptors: Adjustment (to Environment), Curriculum, Foreign Countries, Learning Disabilities
Peer reviewedGoupil, Georgette; Tasse, Marc J.; Garcin, Nathalie; Dore, Catherine – British Journal of Special Education, 2002
An analysis of perceptions of parents and teachers who participated in the preparation of 21 individualized transition plans (ITP) indicates that while students had limited participation in their own ITP, parents were pleased with the ITP process. Parents, however, reported having little knowledge of community options or potential employer's…
Descriptors: Adolescents, Educational Planning, Foreign Countries, Individualized Education Programs
