ERIC Number: EJ1079137
Record Type: Journal
Publication Date: 2015-Dec
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2165-1434
EISSN: N/A
Effects of the Self-Directed Individualized Education Program on Self-Determination and Transition of Adolescents with Disabilities
Seong, Youjin; Wehmeyer, Michael L.; Palmer, Susan B.; Little, Todd D.
Career Development and Transition for Exceptional Individuals, v38 n3 p132-141 Dec 2015
The 1990 Individuals with Disabilities Education Act (IDEA) reauthorization introduced transition mandates that included a "student involvement in transition planning" requirement, creating an emphasis on promoting such involvement so as to enhance the self-determination of students with disabilities and positive transition-related outcomes. This study used a randomized-trial control group design to study the impact of one widely used program to promote student involvement, the "Self-Directed Individualized Education Program" (IEP), on the self-determination and transition empowerment of youth with disabilities. A repeated-measures MANCOVA was conducted to determine the differences between an intervention group and the placebo-control group. Results showed that instruction using the "Self-Directed IEP" was significant on students' level of self-determination, and positive differences were found in transition knowledge when compared with a placebo-control group.
Descriptors: Disabilities, Adolescents, Self Determination, Transitional Programs, Student Participation, Randomized Controlled Trials, Individualized Education Programs, Statistical Analysis, Student Empowerment, Comparative Analysis, High School Students, Planning, Surveys, Program Effectiveness, Multivariate Analysis
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
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED); National Institute on Disability and Rehabilitation Research (ED/OSERS)
Authoring Institution: N/A
Identifiers - Location: Arkansas; Kansas; Missouri; Nebraska; Oklahoma; Texas
IES Funded: Yes
Grant or Contract Numbers: R324B070159; H133A031727