An evaluation of transition components of individualized education programs.: An article from: Exceptional Children

This digital document is an article from Exceptional Children, published by Council for Exceptional Children on March 22, 1997. The length of the article is 8084 words. The page length shown above is based on a typical 300-word page. The article is delivered in HTML format and is available in your Amazon.com Digital Locker immediately after purchase. You can view it with any web browser.

From the author: ABSTRACT: This study evaluated the transition component of the individualized education programs (IEPs) of 94 high school students between the ages of 18 and 21 -- students with learning disabilities, mild mental retardation, moderate mental retardation, and emotional/behavioral disorders. The study examined the format of the transition component document, compliance with the mandates of the Individuals with Disabilities Education Act (IDEA), and reflections of best practices, as well as the differences in these aspects of IEP transition components among disability groups. Results indicated that although the majority of the transition components complied with IDEA's mandate, they lacked many of the essential elements reflective of best practices in transition.

Citation Details
Title: An evaluation of transition components of individualized education programs.
Author: Meg Grigal
Publication:Exceptional Children (Refereed)
Date: March 22, 1997
Publisher: Council for Exceptional Children
Volume: v63 Issue: n3 Page: p357(16)

Distributed by Thomson Gale