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Direct linkJoshua P. Taylor; Holly N. Whittenburg; Lauren Avellone; Yazmin Castruita Rios; Sara Park; Marcus Poppen; Tim Tansey – Career Development and Transition for Exceptional Individuals, 2025
Despite increased attention by policymakers to improve postsecondary employment outcomes, rates of entry into the competitive workforce for transition-age youth with disabilities continue to lag behind those of their peers without disabilities. The passing of the U.S. Workforce Innovation and Opportunity Act of 2014 provided increased…
Descriptors: Vocational Rehabilitation, Individualized Programs, Disabilities, Youth Employment
Andrew R. Scheef; Kristopher H. Yeager; Malarie E. Deardorff – Career Development and Transition for Exceptional Individuals, 2024
Traditional teacher-led Individualized Education Programs (IEPs) typically provide limited opportunities for students receiving special education services to meaningfully participate in the process. Even with a significant body of literature supporting the benefits of student-led IEPs, many school-based personnel maintain the traditional…
Descriptors: Individualized Education Programs, Special Education Teachers, Resource Staff, Resource Teachers
Alan S. McLucas; William J. Therrien; Dawn A. Rowe – Career Development and Transition for Exceptional Individuals, 2025
Nearly 1 million students with Individualized Education Programs (IEPs) live in rural communities in the United States and, to date, no reviews have examined the transition literature related to supporting students in rural settings. The purpose of this review was to examine transition-related functional skill interventions conducted in rural…
Descriptors: Individualized Education Programs, Rural Areas, Intervention, Individualized Transition Plans
Download full textGuillermo, Mari S.; Tucker, Mark S.; Corona, Vanessa; McFarlane, Fred R.; Jacobs, Ron – Career Development and Transition for Exceptional Individuals, 2021
Students with Individualized Education Programs (IEPs) or Section 504 Plans may earn a diploma or a certificate of completion when leaving secondary education. This study examined differences in career- and work-based learning services and work experiences of students who earned a high school diploma or a certificate of completion upon exiting…
Descriptors: Work Experience, Social Services, Federal Aid, Individualized Education Programs
Yeager, Kristopher Hawk; Morgan, Joseph John; Brown, Monica R.; Higgins, Kyle; Jackson, Iesha – Career Development and Transition for Exceptional Individuals, 2021
A strengths-based approach to transition assessment and planning can ensure that special education services are person-centered. To better understand the strengths and needs of students with emotional and behavioral disorders (EBD), we compared the perceptions of students and their teachers from three public high schools. A convergent…
Descriptors: High School Students, Emotional Disturbances, Behavior Disorders, Transitional Programs
Kraemer, Bonnie R.; Tomaszewski, Brianne; Rentschler, Lindsay F.; Steinbrenner, Jessica R.; Hume, Kara A.; McDaniel, Sara; Dawalt, Leann; Brum, Christopher; Szidon, Katherine – Career Development and Transition for Exceptional Individuals, 2022
The present study examined the transition component of the Individualized Education Program for 62 secondary students with autism. Plans were coded using a rubric adapted from Indicator 13 of the Individuals with Disabilities Education Improvement Act. Findings indicated a mean plan score of 10.5 out of 20.0, with a range of 3.0 to 20.0. Strengths…
Descriptors: Autism Spectrum Disorders, Individualized Education Programs, Individualized Transition Plans, Student Characteristics
