Mandates and Effective Transition Planning Practices Reflected in IEPs

Kristin M. Powers · Eleanor Gil‐Kashiwabara · Sarah J. Geenen · Laurie E. Powers · Julie Balandran

172 citations0/0 files storedCareer Development for Exceptional Individuals

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Disability Education and Employment Career Development and Diversity Collaborative Teaching and Inclusion

Abstract

In this study, the researchers analyzed the transition components of 399 Individualized Education Programs (IEPs). In many cases, transition goal areas mandated by the 1997 amendments to the Individuals with Disabilities Education Act (IDEA) either were not addressed or were inadequately detailed. Effective practices, such as career planning and self-determination enhancement, were not incorporated within most plans, and the study indicated that students frequently were solely responsible for carrying out action steps to achieve their transition goals. Race and gender were not significant determinants of plan quality; however, disability type, projected diploma type, and district residence were associated with variations in transition planning activities. The authors discuss the implications of the findings relative to enhancing student preparation for adult life as envisioned by the 2004 reauthorization of IDEA.

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References

1997Self-Determination and Positive Adult Outcomes: A Follow-up Study of Youth with Mental Retardation or Learning Disabilities 2000Improving Graduation and Employment Outcomes of Students with Disabilities: Predictive Factors and Student Perspectives 1997School-to-Work Components That Predict Postschool Success for Students with and without Disabilities 1995What Do Students with Disabilities Tell Us about the Importance of Family Involvement in the Transition from School to Adult Life?2002Current Challenges Facing Secondary Education and Transition Services: What Research Tells Us 2005The 2004 re-authorization of the Individuals with Disabilities Education Act

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2009Transition Planning/Coordinating Interventions for Youth with Disabilities 2010The Lived Experiences of Adolescents with Disabilities and Their Parents in Transition Planning 2010Summer Employment and Community Experiences of Transition-Age Youth with Severe Disabilities 2008Transition Goals and Experiences of Females with Disabilities: Youth, Parents, and Professionals 2008Perspectives of General and Special Educators on Fostering Self-Determination in Elementary and Middle Schools 2012Compliance and Practices in Transition Planning

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