Quality of the Transition Component of the IEP for High School Students with Autism

Autor/inn/en	Kraemer, Bonnie R.; Tomaszewski, Brianne; Rentschler, Lindsay F.; Steinbrenner, Jessica R.; Hume, Kara A.; McDaniel, Sara; Dawalt, Leann; Brum, Christopher; Szidon, Katherine
Titel	Quality of the Transition Component of the IEP for High School Students with Autism
Quelle	In: Career Development and Transition for Exceptional Individuals, 45 (2022) 4, S.200-212 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Kraemer, Bonnie R.) ORCID (Brum, Christopher) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-1434
DOI	10.1177/21651434221079743
Schlagwörter	Autism Spectrum Disorders; Individualized Education Programs; Individualized Transition Plans; Student Characteristics; Scoring Rubrics; Students with Disabilities; Educational Legislation; Equal Education; Federal Legislation; Student Adjustment; Behavior Patterns; Intelligence Quotient; Self Determination; Correlation; Educational Quality; Educational Environment; High School Students; Compliance (Legal); Family Characteristics; Outcomes of Education; Student Evaluation + Suchen Sie Ihr Suchwort? Autism; Autismus; Individualized education program; Individualisierendes Lernen; Scoring formulas; Auswertungsbogen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Bildungsrecht; Schulgesetz; Bundesrecht; Adjustment; Adaptation; Intelligenzquotient; Selbstbestimmung; Korrelation; Quality of education; Bildungsqualität; Lernumgebung; Pädagogische Umwelt; Schulumwelt; High school; High schools; Oberschule; Lernleistung; Schulerfolg; Schulnote; Studentische Bewertung
Abstract	The present study examined the transition component of the Individualized Education Program for 62 secondary students with autism. Plans were coded using a rubric adapted from Indicator 13 of the Individuals with Disabilities Education Improvement Act. Findings indicated a mean plan score of 10.5 out of 20.0, with a range of 3.0 to 20.0. Strengths were noted in Transition Services, with Course of Study and Transition Assessment as areas of relative need. Student characteristics--including adaptive behavior, IQ, and self-determination--were associated with components of transition plan quality. Plan quality differences were found based on diploma status and the quality of the school environment. Implications for supporting educators in writing and implementing quality transition planning are discussed. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01