Is College and Career Readiness Adequately Addressed in Annual and Postsecondary Goals?

Abstract

In current special education law, the individualized education program (IEP) addresses the transition to adult life by mandating goal statements be written in employment, postsecondary education, and sometimes independent living. Although these broad areas encompass quality of life for adults with disabilities, they are not necessarily aligned with broader general education policies in college and career readiness (CCR). The current study addresses this disconnect by examining extant data consisting of IEP annual and postsecondary goals in the context of an organizing framework of CCR. IEP goals were coded for the presence of six domains of CCR: (a) academic engagement, (b) mindsets, (c) learning processes, (d) critical thinking, (e) interpersonal engagement, and (f) transition competencies. Findings illustrate the promise of a potential strategy to incorporate CCR into IEP goals. Implications for educators are discussed.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 16 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.