Mandates and Effective Transition Planning Practices Reflected in IEPs

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.

Gender matters in transition to adulthood: A survey study of adolescents with disabilities and their families

“…The surveys were developed to measure the experiences and expectations of youth with disabilities as they transition to adulthood. Based on previous research (Powers et al, 2005), the following themes were identified: postschool activities cited in the IDEA (i.e., independent living, community participation, postsecondary education), self-determination skills, barriers and sources of support for transition, and gender equity. Multiple items for each of these themes were developed.…”

The effects of transition intervention on students with mild disabilities.

“…Of course, other factors beyond the scope of this research may also have contributed to this lack of planning. These results were similar to those found by Powers et al (2005) who found a lack of transition goals for special education students from school districts in the Western U.S. (only 63% with employment goals, 50.4% with postsecondary goals, and fewer than half with independent living goals). Differences between desired goals and jobs obtained may also have been affected by the over-estimation of ability by students with mild disabilities (Klassen, 1992).…”

“…Limitations for the K. M. Powers et al (2005) The authors suggested that more research is needed to confirm this finding. Many work experiences are overly narrow and are not individualized to students' interests.…”

Person-family centered transition planning: Improving post-school outcomes to culturally diverse youth and families

“…Current research has characterized transition goals as vague and overly broad, suggesting limited connections between young adults' unique characteristics and the post school goals identified in their transition plans (Powers et al, 2005;Trainor, 2005b). Moreover, disparities in transition goals have been identified across different ethnic groups.…”