IDEA Transition Policy Compliance and Best Practice: Perceptions of Transition Stakeholders

Abstract

This study used the Survey on Transition Policy Compliance and Best Practices to measure transition policy compliance and best practices at local education agencies (LEAs) and identify predictors of transition policy compliance and best practice. The study participants consisted of 186 persons involved in transition planning, including parents and guardians, educators, and adult service professionals. Respondents reported that their schools were generally complying with the transition requirements of the Individuals with Disabilities Education Act (IDEA) with the exception of the requirement to reconvene the Individualized Education Program (IEP) team if transition services could not be provided as planned. The strongest predictor of policy compliance and best practice in LEAs was the existence of a school-based interagency transition team. In addition, transition training proved to be a weaker predictor of best practice. The findings support the need for interagency team forming activities as part of transition training.

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