{"id":208,"date":"2023-07-18T11:52:52","date_gmt":"2023-07-18T10:52:52","guid":{"rendered":"https:\/\/learningspaces.dundee.ac.uk\/esw-transitions-community-library\/?p=208"},"modified":"2023-07-18T11:52:52","modified_gmt":"2023-07-18T10:52:52","slug":"transitions-disabilities-and-inclusion-articles-books-and-chapters","status":"publish","type":"post","link":"https:\/\/sites.dundee.ac.uk\/transitions-community-library\/2023\/07\/18\/transitions-disabilities-and-inclusion-articles-books-and-chapters\/","title":{"rendered":"Transitions, Disabilities and Inclusion: Articles, Books and Chapters"},"content":{"rendered":"

Articles<\/strong><\/h3>\n

Strnadov\u00e1, I., Dowse, L., Lowe, K., Danker, J., Classen, S. A., Tso, M., & Xavier, A. (2023). Primary to high school transition planning for students with disability: A systematic review. International Journal of Educational Research 120.
\nhttps:\/\/doi.org\/10.1016\/j.ijer.2023.102188<\/p>\n

 <\/p>\n

Books and Book Chapters<\/strong><\/h3>\n

Strnadov\u00e1, I., & Cumming, T. M. (2016). Lifespan transitions and disability: A holistic perspective. London: Routledge.<\/p>\n

Strnadova\u0301, I., & Wehmeyer, M. (2022). Transitions, self-determination and twenty- first-century skills. Chapter 7. In Strnadova\u0301, I., Arthur-Kelly, M., & Foreman, P. (Eds.) (2022). Inclusion in Action. (6th ed., pp. 285-317). Cengage Learning: Australia.<\/p>\n

Strnadov\u00e1, I., Griller Clark, H., O\u2019Neill, S. C., Cumming, T. M., Mathur, S. R., Wells, T. C., & Danker, J. (2022). Barriers to community re-entry for incarcerated youth: Stakeholders\u2019 perspectives in Australia and the United States. In K. Scorgie & C. Forlin (Eds.). Transition programs for children and youth with diverse needs. The Emerald series, International Perspectives on Inclusive Education, Volume 18. (pp. 245-263). Emerald.<\/p>\n

Strnadov\u00e1, I. (2020). Forgotten but crucial aspects of transition planning for inclusion. In U. Sharma (Ed.), Oxford Encyclopedia of Education. Oxford University Press. doi: https:\/\/doi.org\/10.1093\/acrefore\/9780190264093.013.1016 ISBN 9780190264093.<\/p>\n

O\u2019Neill, S.C., Cumming, T.M., Strnadov\u00e1, I., & Grima-Farrell, C. (2018). Transitions from behind the fence to the community: The Australian experience. In S. C. O\u2019Neill (Ed.). Incarcerated youth transitioning back to community: An international perspective (pp. 97-113). Singapore: Springer. doi:10.1007\/978-981-13-0752-2_7<\/p>\n

Strnadov\u00e1, I. (2018). The role of family in supporting adjudicated youth transitioning from the juvenile justice system back into the community. In O\u2019Neill, S. (Ed.). Incarcerated Youth Transitioning Back to Community: An International Perspective (pp. 59-76). Springer Nature Singapore Pte Ltd. doi: 10.1007\/978-981-13-0752-2_5.<\/p>\n

Cumming, T.M., O\u2019Neill, S.C., & Strnadov\u00e1, I. (2018). Students transitioning from juvenile justice settings back into school: Leadership perspectives. In Trimmer, K., Findlay, Y. S., & Dixon, R. (eds.). The Palgrave Handbook of Education Law for Schools. Palgrave\/McMillan.<\/p>\n

Danker, J., Strnadov\u00e1, I., Tso, M., Loblinzk, J., Martin, A., & Cumming, T. (2023). \u2018It will open your world up\u2019: The role of mobile technology in promoting social inclusion among adults with intellectual disabilities. British Journal of Learning Disabilities, 51, 135-147. http:\/\/doi.org\/10.1111\/bld.12500 [IF.1.365; SJR 0.63, Q1 in Pediatrics] \u2013 Special issue: Transitions in the lives of people with intellectual disability.<\/p>\n

Cumming, T. M., Strnadov\u00e1, I., Boaden, N., Dew, A., Athanassiou, U. & Dowse, L. (2022). Policy context for transitions experienced by young people with complex support needs: Australian federal and state perspectives. Child and Youth Services.<\/p>\n

Strnadov\u00e1, I., Loblinzk, J., & Wehmeyer, M. (2021). Transitions in lives of people with intellectual disability. Editorial. British Journal of Learning Disabilities, 49, 263-270. DOI: 10.1111\/bld.12413 [IF 1.365; SJR 0.633, Q1 in Paeditrics, h-index 39]<\/p>\n

Strnadov\u00e1, I., Loblinzk, J., & Danker, J. (2021). Importance of sex education for a successful post-school transition: Experiences of high school girls with intellectual disability. British Journal of Learning Disabilities, 49(3), 303-315. Doi: 10.1111\/bld.12403<\/p>\n

O\u2019Neill, S. C., Strnadov\u00e1, I., & Cumming, T. (2020). A conceptual framework for creating and evaluating transition plans for incarcerated youth. Journal of Applied Juvenile Justice, 7, 131-155. http:\/\/npjs.org\/jajjs\/wp-content\/uploads\/2020\/02\/ONeill-Transition-Plans.pdf<\/p>\n

Cumming, T., Strnadov\u00e1, I, & Danker, J. (2020). Transitions of students with autism and intellectual disabilities in inclusive settings: The nexus between recommended and actual practice. Australasian Journal of Special and Inclusive Education, 44(1), 28-45. https:\/\/doi.org\/10.1017\/jsi.2020.1<\/p>\n

Strnadov\u00e1, I. (2019). Transitions in the lives of older adults with intellectual disabilities: \u201cHaving a sense of dignity and independence\u201d. Journal of Policy and Practice in Intellectual Disabilities, 16(1), 58-66. doi: 10.1111\/jppi.12273.<\/p>\n

Chandroo, R. C., Strnadov\u00e1, I., & Cumming, T. M. (2018). A systematic review of the involvement of students with autism spectrum disorder in the transition planning process: Need for voice and empowerment. Research in Developmental Disabilities, 83, 8-17. doi: 10.1016\/j.ridd.2018.07.011<\/p>\n

Cumming, T., Strnadov\u00e1, I., & O\u2019Neill, S. C. (2018). Transition planning processes for young people serving custodial sentences in New South Wales, Australia. Australasian Journal of Special Education, 10.1017\/jsi.2018.1<\/p>\n

Strnadov\u00e1, I., Cumming, T., & O\u2019Neill, S. C. (2017). Young people transitioning from juvenile justice to the community: Transition planning and interagency collaboration. Current Issues in Criminal Justice 29(1), 19-38<\/p>\n

Draper Rodriguez, C., Cumming, T.M., & Strnadov\u00e1, I. (2017). Current practices in schooling transitions of students with disabilities. International Journal of Educational Research<\/p>\n

Tso, M., & Strnadov\u00e1, I. (2016). Students with autism transitioning from primary to secondary schools: Parents\u2018 perspectives and experiences. International Journal of Inclusive Education, 21(4), 389-403. doi: 10.1080\/13603116.2016.1197324<\/p>\n

Strnadov\u00e1, I., Cumming, T.M., & Danker, J. (2016). Transitions for students with intellectual disability and\/or autism spectrum disorders: Carer and teacher perspectives. Australasian Journal of Special Education, 40(2), 141-156. [UNSW top publication outlets list]. doi: 10.1017\/jse.2016.2<\/p>\n

O\u2019Neill, S. C., Strnadov\u00e1, I., & Cumming, T. (2016). Evidence-based transition planning practices for secondary students with disabilities: What has Australia signed up for? The Australasian Journal of Special Education, 40(1), 39-58. doi: 10.1017\/jse.2015.15.<\/p>\n

Strnadov\u00e1, I., & Cumming, T.M. (2014). Importance of quality transition process for students with disabilities across settings: Learning from the current situation in New South Wales. Australian Journal of Education, 58(3), 318-336.<\/p>\n

Strnadov\u00e1, I., & Evans, D. (2013). Schooling transitions within the lifespan of people with an intellectual disability: Perceptions and recommendations of ageing mothers. Australasian Journal of Special Education, 37(1), 64 – 78.<\/p>\n","protected":false},"excerpt":{"rendered":"

Articles Strnadov\u00e1, I., Dowse, L., Lowe, K., Danker, J., Classen, S. A., Tso, M., & Xavier, A. (2023). Primary to high school transition planning for students with disability: A systematic review. International Journal of Educational Research 120. https:\/\/doi.org\/10.1016\/j.ijer.2023.102188   Books and Book Chapters Strnadov\u00e1, I., & Cumming, T. M. (2016). Lifespan transitions and disability: A […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[20,26,27,28,30,33,39,40,48,51,55,59,60,62,63,65,66,78],"tags":[],"class_list":["post-208","post","type-post","status-publish","format-standard","hentry","category-discourse","category-educational-transitions","category-engaging","category-experience-of-transitions","category-family","category-health-transitions","category-life-limiting-conditions","category-life-transitions","category-multiple-transitions","category-organisational-transitions","category-physical-transitions","category-primary-secondary-transitions","category-professional-transitions","category-psychological-transitions","category-significant-others","category-social-transitions","category-spatial-transitions","category-voice"],"blocksy_meta":[],"_links":{"self":[{"href":"https:\/\/sites.dundee.ac.uk\/transitions-community-library\/wp-json\/wp\/v2\/posts\/208","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sites.dundee.ac.uk\/transitions-community-library\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/sites.dundee.ac.uk\/transitions-community-library\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/sites.dundee.ac.uk\/transitions-community-library\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.dundee.ac.uk\/transitions-community-library\/wp-json\/wp\/v2\/comments?post=208"}],"version-history":[{"count":0,"href":"https:\/\/sites.dundee.ac.uk\/transitions-community-library\/wp-json\/wp\/v2\/posts\/208\/revisions"}],"wp:attachment":[{"href":"https:\/\/sites.dundee.ac.uk\/transitions-community-library\/wp-json\/wp\/v2\/media?parent=208"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/sites.dundee.ac.uk\/transitions-community-library\/wp-json\/wp\/v2\/categories?post=208"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/sites.dundee.ac.uk\/transitions-community-library\/wp-json\/wp\/v2\/tags?post=208"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}