Transition-Related Social Support of High School Students with Emotional and Behavioral Disorders
Preventing School Failure: Alternative Education for Children and Youth
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This article explores the roles of potential transition team members as expressed by students via a social support survey and semi-structured interviews. The sample included eight male students with EBD served primarily in self-contained special education settings at three high schools. Results from the survey indicated that students received most support from teachers and close friends even though support from parents was rated as most important. Additional themes emerged from interviews, including the overarching theme that students tended to prefer support from individuals who were caring, motivational, and personal. In many cases, students had negative perceptions or limited interaction with potential transition team members. Implications for practice and future research related to student-centered planning and stakeholder coordination are discussed.
Emotional distrubance; Transition planning; Secondary students; Student preceptions; Social support
Child Psychology | Disability and Equity in Education | Educational Psychology | Special Education and Teaching
Yeager, K. H.,
Morgan, J. J.,
Brown, M. R.,
Transition-Related Social Support of High School Students with Emotional and Behavioral Disorders.
Preventing School Failure: Alternative Education for Children and Youth, 64(3),