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1 Transition
2 Transition Transition capability Sen1999 : 49
3 Transition Sen1999 :
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5 Transition QOL : 82
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7 Transition 2 Cinii
8 Transition : Q&A : 20
9 Transition ITPIndividualized Transition Plans ITP ITP IEPIndividualized Education Plan transition from school to community transition from school to adulthood/adult life 2002 QOL ITP Transition 4 1
10 Transition : 16 Harbor Regional Center WORKING WITH THE SCHOOLS ON TRANSITION A BOOKLET FOR PARENTS OF YOUNGER TEENS 14 16
11 Transition 1 QOL : 16 Person-centered PlanningPCP2003 ITP PCP PCP ITP neighbors ITP ITP
12 Transition ITP 1 ITP 2 ITP ITP ITP ITP ITP Harbor Regional Center ITP 2
13 Transition Person centered PlanningPCP PCP B
14 Transition http : // _32 b.html, Harbor Regional CenterWORKING WITH THE SCHOOLS ON TRANSITION A BOOKLET FOR PARENTS OF YOUNGER TEENShttp : // DE75C5CC932.pdf, http : // dotai /j/dotai5 2/t page/nshc04 02.asp, http : // plan/need report.html,
15 Transition 2001 ITP 26, ITP Person centered planning 27, ITP Sen, Amartya1992Inequality Reexamined, Oxford Univ. Press Q&A 2002
16 Transition The Present Condition and Some Subjects about Transition Support from Child to Adulthood : The Possibility of Approach from Social Service under the Revision Law Hiromi Moriguchi In Japan, support for transition from child to adulthood provided throughkobetsu shien keikakuindividual transition planat school. This brief note points two issues. The first is a tendency to focus on working and the second is a concern that many plans are settled by parents and teachers without the students with disabilities. After the Revision law, the workers of social service can support disabled children and adults who use social service, so the workers have to help them to consider various choices about their future, and make the plans reflecting their selfdetermination. Key words : Transition from child to adulthood, Individual transition plan, Social service for disabled
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