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An Intersectional Examination of Economic Hardship and Individualized Education Program Meeting Participation
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Allison R. Lombardi; Graham G. Rifenbark; Ashley Taconet – Exceptional Children, 2024
In this preregistered study, we confirmed a transition-planning construct and determined its relationship with an established economic-hardship construct using parent- and youth-reported data from the National Longitudinal Transition Study 2012 and following established quality indicators of preregistered secondary data analyses studies.…
Descriptors: Individualized Education Programs, Transitional Programs, Educational Planning, Disabilities
College and Career Readiness Support for Youth with and without Disabilities Based on the National Longitudinal Transition Study 2012
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Lombardi, Allison R.; Rifenbark, Graham G.; Hicks, Tyler; Taconet, Ashley; Challenger, Clewiston – Exceptional Children, 2022
In this study, we examined college and career readiness (CCR) support for students with and without disabilities using data from the National Longitudinal Transition Study 2012. We selected variables relevant to CCR and focused on the interaction of disability, race and ethnicity, and household income across a range of disability categories,…
Descriptors: Special Education, Transitional Programs, Students with Disabilities, College Readiness
Efficacy of a School-Based Comprehensive Intervention Program for Adolescents with Autism
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Hume, Kara; Odom, Samuel L.; Steinbrenner, Jessica R.; Smith DaWalt, Leann; Hall, Laura J.; Kraemer, Bonnie; Tomaszewski, Brianne; Brum, Christopher; Szidon, Kate; Bolt, Daniel M. – Exceptional Children, 2022
We tested the efficacy of a comprehensive intervention program designed for high school students across the autism spectrum, the Center on Secondary Education for Students with Autism (CSESA) model, in a cluster randomized control trial involving 60 high schools in three states (California, North Carolina, Wisconsin), with implementation occurring…
Descriptors: Autism, Pervasive Developmental Disorders, Intervention, Adolescents
The Reality of Best Practices in Transition: A Case Study.
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Collet-Klingenberg, Lana L. – Exceptional Children, 1998
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…
Descriptors: Career Guidance, Case Studies, Education Work Relationship, Educational Practices
Expanding Views on Transition.
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Repetto, Jeanne B.; Correa, Vivian I. – Exceptional Children, 1996
This position paper proposes an expanded definition of transition, based on common components of early childhood and secondary perspectives. It advocates for a seamless model of transition service delivery for students with disabilities, including program planning, from birth through age 21. The model addresses curriculum, location of services,…
Descriptors: Agency Cooperation, Curriculum, Definitions, Delivery Systems
Increasing Student Participation in IEP Meetings: Establishing the Self-Directed IEP as an Evidenced-Based Practice
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Martin, James E.; van Dycke, Jamie L.; Christensen, W. Robert; Greene, Barbara A.; Gardner, J. Emmett; Lovett, David L. – Exceptional Children, 2006
This study examined the effectiveness of the Self-Directed IEP to teach individualized education program (IEP) meeting skills. One hundred and thirty secondary students were randomly assigned to the treatment or control group. Observations of 130 meetings and 764 IEP team members were performed using 10-s momentary time sampling to determine the…
Descriptors: Student Participation, Special Education Teachers, Individualized Instruction, Individualized Education Programs
Mediation as a Transition Process: The Impact on Postschool Employment Outcomes.
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Devlieger, Patrick J.; Trach, John S. – Exceptional Children, 1999
This study used ethnographic methodology to evaluate the impact of mediation on transition outcomes of six persons with mild mental retardation. Strategies used by focal persons, their parents, and agencies/schools are discussed in relation to (1) empowerment and self-determination, (2) social dimensions of transition planning and "balanced…
Descriptors: Decision Making, Education Work Relationship, Educational Planning, Empowerment