This qualitative study examined transition-related practices at one school and their effects on experiences of secondary students with learning disabilities. Findings indicated utilization of some literature-identified best practices including vocation-related activities, instruction in self-determination skills, and such planning activities as…

A national survey of 133 secondary vocational educators examined practices and perceptions toward grading students with disabilities. The majority of respondents included a competency-based grading component, believed that student effort should be used to determine grades, and had never been involved in their students' Individualized Education…

This study evaluated the transition components of the individualized education programs (IEPs) of 94 high school students with disabilities between the ages of 18 and 21. Results indicated that although most of the transition components complied with mandates of the Individuals with Disabilities Education Act, they lacked many of the essential…

Curriculum beliefs and practices were surveyed with 341 Colorado elementary and secondary special education teachers. Findings include: training in curriculum development occurs mostly on the job; teachers want training in teaching compensatory and life skills; teachers believe that individualized education plans constitute the curriculum for…