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191026 r ||| eng |
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|a 9788281214828
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|a Wollscheid, Sabine
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|a Effect of interventions to ease transitions for children and adolescents with disabilities
|h Elektronische Ressource
|c Wollscheid, Sabine, Hammerstrøm, Karianne Thune
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|a Effectiveness of interventions to facilitate transitions for children and adolescents with disabilities
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| 260 |
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|a Oslo
|b Norwegian Knowledge Centre for the Health Services
|c September 2012, 2012
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| 300 |
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|a 1 PDF file (pages 6-9)
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| 653 |
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|a Adolescent Health Services
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| 653 |
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|a Education, Special
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| 653 |
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|a Quality of Life
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| 653 |
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|a Disabled Children
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| 653 |
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|a Adolescent
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| 653 |
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|a Child Health Services
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| 700 |
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|a Hammerstrøm, Karianne Thune
|e [author]
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| 710 |
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|a Nasjonalt kunnskapssenter for helsetjenesten
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| 041 |
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7 |
|a eng
|2 ISO 639-2
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| 989 |
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|b NCBI
|a National Center for Biotechnology Information
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| 500 |
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|a English summary excerpted from full report in Norwegian: Effekt av tiltak for å lette livsoverganger for barn og unge med funksjonsnedsettelser. - Excerpt from Systematic review no. 08-2012
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| 856 |
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|u https://www.ncbi.nlm.nih.gov/books/NBK464795
|3 Volltext
|n NLM Bookshelf Books
|3 Volltext
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|a 370
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|a 610
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|a The aim of this report is to summarise the effect of interventions to facilitate transitions for children and adolescents with disabilities. These interventions can either address early transitions (e.g. the transition from kindergarten to primary school) or (post-) secondary transitions (e.g. the transition between middle and high school, the transition between high school and tertiary education or work). We included three systematic reviews that addressed (post-) secondary transitions. The three systematic reviews respectively addressed interventions 1) to facilitate social and communication skills, 2) to facilitate planning and coordinating transitions and 3) to improve the development of functional life skills. Each of the three systematic reviews had important methodological limitations. Key messages1. We are uncertain whether different interventions to facilitate secondary transitions have an effect for adolescents with disabilities. The documentation was of very low quality. This does not mean, however, that these interventions do not work, but that it is uncertain whether we can rely on the available results.2. On the matter of transitions for small children with disabilities, we did not find systematic reviews which met our inclusion criteria
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