We conducted a qualitative analysis of written transcripts from nine teacher-led middle and high school IEP meetings for students with learning disabilities to determine common themes regarding student roles during these meetings and the meeting process itself. We found two overall meta-themes (e.g., instant vision and out of focus), seven themes…

Special education teachers report lack of time and a shortage of appropriate curricula as reasons impeding implementation of transition education in their classrooms. However, research indicates school and postschool outcomes of students with disabilities improve significantly with transition instruction. The ME! Lessons for Teaching…

We conducted an exploratory study to investigate the relation between nonacademic behavior constructs measured by the "Transition Assessment and Goal Generator" (TAGG) and postsecondary education and employment outcomes for 297 high school leavers who completed the TAGG during their high school years. Four of eight TAGG constructs…

We conducted an exploratory study to investigate the relation between nonacademic behavior constructs measured by the "Transition Assessment and Goal Generator" (TAGG) and postsecondary education and employment outcomes for 297 high school leavers who completed the TAGG during their high school years. Four of eight TAGG constructs…

This study used the Take Action goal attainment lesson package and assistive technology to teach nine high school students with mild to moderate disabilities to attain annual transition goals. The Take Action lessons increased students' goal attainment knowledge, and this knowledge generalized to improved Plan Organizers, and slightly increased…

The Council for Exceptional Children's Division on Career Development and Transition (DCDT) has been a longstanding leader and advocate in the field of secondary education for students with disabilities. This paper traces the history of student engagement in transition planning primarily through the lens of DCDT's journal "Career…

This study examined the effectiveness of a new school to adult life transition planning lesson package titled "Student-Directed Transition Planning". The "Student-Directed Transition Planning" lessons teach transition terms and concepts to provide a means to increase self-determination skills and student participation in…

The study examined the perceptions of 1,638 secondary individualized education program (IEP) meeting participants from 393 IEP meetings across 3 consecutive years. Results indicate significant differences between the survey answers and participant roles, when students did or did not attend their IEP meetings, and when different professional team…

The 1997 reauthorization of the Individuals with Disabilities Education Act (IDEA) called for an increase in student involvement in individualized education program (IEP) meetings. To determine the extent of student involvement in educational planning, this study observed 109 middle and high school IEP meetings; 90% of the participants completed a…

The program "Take Action" was used to teach six adolescents with mild to moderate mental retardation the skills they needed to attain their daily Individualized Education Program goals. Results indicate all students learned to attain their own daily goals and maintained these skills following withdrawal of teacher instruction. (Contains…

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…

This paper points out that one way to infuse self-determination skill training into a comprehensive transition program is to teach students with disabilities to direct and manage their own Individualized Education Program. The transition policy of the Academic School District in Colorado Springs (Colorado) is presented as a model. (JDD)

This article discusses a model transition program and curriculum, ChoiceMaker, which focuses on helping secondary students with disabilities learn those self-determination skills characteristic of successful individuals. The curriculum is organized around 37 self-determination concepts grouped into 7 areas. Student participation in the…

The ChoiceMaker Self-Determination Curriculum is designed to teach students with disabilities the self-determination skills they need to be successful in adult life. It consists of three strands: Choosing Goals, Expressing Goals, and Taking Action. Each strand addresses teaching objectives in four transition areas: education, employment, personal,…