The increase in English learners (ELs) with disabilities has been reported by others, yet little is known about the transition planning meeting experiences of this population and their post-school expectations. This study explored transition planning experiences and post-school expectations of a nationally representative sample of ELs with…

The person-centered individualized education program (IEP) transition planning has emerged as a primary indicator of quality services, and as a predictor for successful post-school outcomes for transition-age youth with autism spectrum disorders (ASD). However, these person-centered transition practices are not uniformly implemented across the…

This exploratory study analyzes the perceptions of Disability Support Services (DSS) personnel regarding the transition process and documentation requirements to receive services for students with invisible disabilities in postsecondary settings. Invisible disabilities include attention-deficit/hyperactivity disorder, autism spectrum disorders,…

Promoting active student involvement in transition planning has become best practice in promoting self-determination. This study examined the contribution of self-determination to transition planning knowledge and skills for 180 students with disabilities. Utilizing multiple regression analyses, the study found that global self-determination was a…

This article presents a model for integrating transition planning into the Individualized Education Program (IEP) with a focus on developing quality student-centered strategic plans. Strategies for developing effective transition practices, following meaningful processes, and creating efficient and effective IEP products are described. (Contains…

An inservice teacher training program on individualized education programs was provided to two vocational coordinators and seven teachers of students with mental retardation. The program was found to be effective in teaching the participants how to write technically adequate objectives and in increasing statements of generalized performance. (CR)

Reflects on a study of the effectiveness of an inservice training program on individualized education programs that was provided to two vocational coordinators and seven teachers of students with mental retardation. Discusses the reasons the study focused on behavioral objectives and the importance of writing quality behavioral objectives. (CR)