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Building Strategically Aligned Individualized Education Programs for Transition
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Flannery, K. Brigid; Hellemn, Lisa A. – Journal of Special Education, 2015
The Individualized Education Programs (IEPs) for students 16 years of age or above must address specific transition components. Studies to date have focused on the presence and quality of these transition components, yet the alignment of these components and their role in leading the development of the IEP is just as critical. This qualitative…
Descriptors: Individualized Transition Plans, Alignment (Education), Faculty Development, Knowledge Level
Perspectives of Special Education Administrators and Teachers of Students with Significant Disabilities of the Post-High School Transition Process
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Harden, Lorie A. – ProQuest LLC, 2012
Although transition of students with disabilities has been part of federal mandates since the passage of the Individuals with Disabilities Education Act (IDEA) of 1990 and IDEA amendments of 1997, many students with disabilities continue to leave high school without a functional postsecondary transition plan. The purpose of this qualitative…
Descriptors: Qualitative Research, Phenomenology, High Schools, Teachers