声明
LIST OF ABBREVIATIONS
CHAPTER 1 INTRODUCTION
1.1 Research Background
1.2 Problem Statement
1.3 Research Objectives
1.4 Research questions
1.5 Research Significance
1.6 Delimitations and Limitations
1.6.1 Delimitations
1.6.2 Limitations
1.6.3 Assumptions
1.7 Theoretical and Conceptual Framework
1.7.1Theoretical Framework
1.7.2 Conceptual Framework
1.8 Operational Definition of Terms
1.9 Structure and organization of the study
CHAPTER 2 REVIEW OF RELATED LITERATURE
2.1 Overview of disability
2.2 The concept of intellectual disability
2.3 Transition Programs
2.4 Community Integration
2.5 Availability of Resource for Effective Transition Programmes
2.6 Challenges Affecting Effective Transition Programs
CHAPTER 3 METHODOLOGY
3.1 Research design
3.2 Study Settings
3.3 Population
3.4 Sample technique
3.5 Instrumentations
3.5.1 Interview
3.5.2 Observation
3.5.3 Procedure for data collection
3.6 Data Analysis
3.7 Validity and reliability
3.8 Ethical considerations
3.8.1 Informed consent
3.8.2 Confidentiality
3.8.3 Anonymity
CHAPTER 4 RESULTS
4.1 Demographic Characteristics of theRespondents
4.2 Availability of transition programs for students with intellectual disability in the schools
4.2.1 Programs offered in the schools
4.2.2 Benefits of programs
4.2.3 Structure of programs to meet the needs of the students
4.3How transition programs prepare the students for community integration
4.3.1 Functionality of programs to students
4.3.2 Conducive nature of environment for students
4.3.3 Assessment on student’s performance
4.3.4: Support from Community members to the school
4.3.5 Relationship between protocol and management
4.4Resources available for effective transition programming in the schools
4.4.1 Structure of curriculum to meet the students’ needs
4.4.2 Adequacies of the classroom for training
4.4.3 Staff Adequacy at the Center
4.4.4 Recruitment of members of staff
4.4.5 Management Structure
4.5 Challenges affecting the effective transition programs for students with intellectual disabilities in the schools
4.5.1 Graduation of students (Annually or Specific Period)
4.5.2 Parental Support for students with ID at the schools
4.5.3 Structured Policy in Place for Activities
4.5.4 Staff Motivation
4.5.5 Observations
CHAPTER 5 DISCUSSION OF RESULTS
5.1 Summary of Key Findings
5.2 Availability of transition programs for students with intellectual disability in the schools
5.3 How transition programs prepare the students for community integration
5.4 Resources available for effective transition programming in the schools
5.5Challenges affecting the effective transition programs for students with intellectual disabilities in the schools
CHAPTER 6 SUMMARY, CONCLUSION, AND RECOMMENDATION
6.1 Summary
6.2 Conclusion
6.3 Recommendations
6.4 Suggestion for further research
参考文献
致谢
Paper Published
Appendix
江苏大学;
