This study examines the quantitative results of an evaluation investigating implementation of the Transition Outcomes Project in a midwestern state. Data collection and analysis consist of preevaluation and postevaluation of students' Individualized Education Programs (IEPs) using the "Transition Requirements Checklist" and include…

This study analyzed the impact that the use of Person Centered Planning (PCP) had with 10 transition-age students receiving special education services. Interviews with students, parents, and educators indicated that PCP training was associated with various indicators of service provision as well as higher satisfaction with the planning process.…

The problems of Individual Education Plan (IEP) utilization with handicapped students are analyzed and compared to the developing use of Individual Transition Plans (ITP). Considered are issues of accountability, relevance, quality, feasibility, and preparedness. (DB)

Explores an integrated approach to technology, examines the transition of individuals with disabilities from historical and current perspectives, and provides an introduction and philosophical base for the articles which follow. Key provisions in federal legislation that affect transition and the technology applications are analyzed. (CR)

Analysis of surveys completed by 186 transition teams found that schools are generally complying with transition requirements of the Individuals with Disabilities Education Act with the exception of the requirement to reconvene the Individualized Education Program team if planned transition services are not provided. The strongest predictor of…

Information concerning implementation of Individualized Transition Plans (ITP) was collected from 46 states and analyzed to determine documentation used in transition planning, relationship between the ITP and Individualized Education Programs, age for beginning transition planning, individuals involved in transition planning, and issues addressed…

Information recorded on Transition Planning Guides was compared with the perceptions of 22 students with learning disabilities and their parents regarding postsecondary goals and anticipated support needs. Findings indicate little relationship between the postsecondary outcomes and support needs recorded and those expressed by students and parents…

A survey of 54 educators and 62 rehabilitation counselors found the role that rehabilitation counselors serve is inadequate and is exacerbated by the fact that many counselors are not being invited to transition planning meetings by school personnel, parents, or teachers. Recommendations for promoting better collaboration are suggested. (Contains…

Secondary special education programs should include employment or postsecondary education placement outcomes in the curricula for mainstreamed mildly handicapped students. Program elements that support these goals are: individualized transition plans; paid work experience; job-seeking skills curriculum; flexible staffing patterns; active…