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ERIC Number: ED429781
Record Type: Non-Journal
Publication Date: 1999-Mar
Pages: 12
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
How Are Students with Mild Intellectual Disabilities Involved in Planning Their Own Transitions?
Friedland, Billie
An exploratory multiple-case study examined West Virginia students', parents', and educators' perceptions of participation by secondary students and recent school leavers with mild intellectual disabilities in the Individual Transition/Education Planning (ITEP) process. Data collection consisted of individual interviews with 24 students and graduates (aged 14-24); focus groups with 60 students, graduates, parents, educators, and counselors in 5 West Virginia counties; and review of 15 ITEP documents. Major findings included the following: (1) except in the most remote county, students could identify agencies and resources to help them with career development; (2) students were informally prepared for ITEP meetings by educators, but no systematic training for self-determination was taking place; (3) there was general agreement about inadequate time and schoolwide support for transition planning; (4) some students had difficulties communicating about future plans, in general or with their parents; (5) collaboration among educators was good but county-wide transition coordinators were needed; and (6) parents had lower expectations of student outcomes than did educators, and conceptualizations of the meaning of self-determination varied widely. Implications are discussed for further research, special education policy in West Virginia, parent-teacher communication, and improvements in transition practices. Contains 42 references. (SV)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: West Virginia