Evaluating the Transition Component in IEPs of Secondary Students with Disabilities

Abstract

Using an outcome/skill checklist, four raters evaluated the transition content of 68 Individualized Educational Programs (IEPs) prepared following the Congressional mandate to include school-to-work goals and linkages. Data indicated that the plans were unclear regarding residential, postsecondary education, and employment goals for many students. According to the Individuals with Disabilities Education Act (IDEA), specific plans to meet these goals or a rationale as to why they are not addressed is required. Although the plans provided justifications for not addressing a variety of life goals, important skill areas were overlooked such as personal care, safety, family planning, child care, clothing selection and care, and self-advocacy training. The plans included few linkages with adult agencies, with vocational rehabilitation mentioned in only 7% of the plans. To improve transition planning, the authors recommend that IEP teams use the checklist presented in this article.

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