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Toward Authentic IEPs and Transition Plans: Student, Parent, and Teacher Perspectives
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Cavendish, Wendy; Connor, David – Learning Disability Quarterly, 2018
This mixed-methods study examined perspectives on factors that influence meaningful student and parent involvement in Individualized Education Program (IEP) transition planning. Survey data and open-ended qualitative interviews with urban high school students with a learning disability (LD; n = 16), their parents (n = 9), and their teachers (n =…
Descriptors: Mixed Methods Research, Individualized Education Programs, Parent Participation, Student Participation