Abstract
In Australia, transitioning from secondary school to the “real world” remains an ongoing challenge for students with special educational needs (SEN) and their families, despite federal and state government attempts to address the issue through guiding documents and initiatives. This chapter describes a two-year collaborative partnership between a university and a non-government education authority in Queensland, Australia, to illustrate how Kohler’s Taxonomy for Transition Programming (1996) can be used within a context of providing staff development to build effective transition-focused education for SEN students. The taxonomy and the associated process are put forward as a blueprint for schools and education systems worldwide to help strengthen program development and evaluation of transition-focused education for this population.
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Beamish, W., Meadows, D., Davies, M., Taylor, A. (2020). Improving Transition-Focused Education for Students with Special Educational Needs: An Australian Approach. In: Yuen, M., Beamish, W., Solberg, V.S.H. (eds) Careers for Students with Special Educational Needs. Advancing Inclusive and Special Education in the Asia-Pacific. Springer, Singapore. https://doi.org/10.1007/978-981-15-4443-9_15
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