ERIC Number: EJ889964
Record Type: Journal
Publication Date: 2010-Aug
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0885-7288
EISSN: N/A
Student-Directed Transition Planning: Increasing Student Knowledge and Self-Efficacy in the Transition Planning Process
Woods, Lee L.; Sylvester, Lorraine; Martin, James E.
Career Development for Exceptional Individuals, v33 n2 p106-114 Aug 2010
This study examined the effectiveness of a new school to adult life transition planning lesson package titled "Student-Directed Transition Planning". The "Student-Directed Transition Planning" lessons teach transition terms and concepts to provide a means to increase self-determination skills and student participation in transition IEP (Individualized Education Program) meeting discussions. An experimental pre-post design utilizing random assignment of secondary-aged students with IEPs determined differences between intervention and control groups in knowledge of transition terms and concepts, and self-efficacy perceptions of the transition planning process. Study results indicated that students receiving "Student-Directed Transition Planning" instruction experienced a statistically significant knowledge gain, and an increase in perceived self-efficacy in 7 out of 10 transition planning process indicators. (Contains 5 tables.)
Descriptors: Transitional Programs, Individualized Education Programs, Self Efficacy, Student Participation, Cooperative Planning, Self Determination, Secondary School Students, Intervention, Comparative Analysis, Knowledge Level, Teamwork, Adolescents, Rural Schools, Urban Schools, Special Schools
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: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A