The Effects of Using the Transition Planning Inventory and a Structured IEP Process as a Transition Planning Intervention on IEP Meeting Outcomes

Autor/inn/en	Rehfeldt, Jason D.; Clark, Gary M.; Lee, Steven W.
Titel	The Effects of Using the Transition Planning Inventory and a Structured IEP Process as a Transition Planning Intervention on IEP Meeting Outcomes
Quelle	In: Remedial and Special Education, 33 (2012) 1, S.48-58 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932510366038
Schlagwörter	Experimental Groups; Intervention; Individualized Education Programs; Individualized Instruction; High School Students; Special Education; Control Groups; Evaluation; Satisfaction; Federal Legislation; Disabilities; Predictor Variables; Reliability; Likert Scales; Parents + Suchen Sie Ihr Suchwort? Individualized education program; Individualisierendes Lernen; Individualisierender Unterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Special needs education; Sonderpädagogik; Sonderschulwesen; Evaluierung; Zufriedenheit; Bundesrecht; Handicap; Behinderung; Prädiktor; Reliabilität; Likert-Skala; Eltern
Abstract	This study examined two areas. First, the authors looked at whether secondary individualized education program (IEP) teams who used the "Transition Planning Inventory" (TPI) in conjunction with a structured IEP meeting that based discussions and decisions on TPI data as a planning intervention generated significantly more transition-related IEP goals. Second, the authors examined (a) whether parents reported after IEP meetings that they felt they had been heard and valued in their structured IEP process and (b) if all legally required transition-related IEP components had been discussed. From a convenience sample of three high schools in one large Midwestern suburban special education cooperative, 56 students and their families were randomly assigned to a control or an experimental (TPI and structured IEP process) group. Results indicated significantly more transition-related goals for the experimental group. In addition, parents of students in the experimental group were likely to report more satisfaction with the IEP process. (Contains 3 tables and 3 figures.) (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: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10