ERIC Number: ED449588
Record Type: RIE
Publication Date: 2000-May
Infusing Self-Determination into Transition Planning: Current Practice and Recommendations.
Zhang, Dalun; Stecker, Pamela M.
Involvement of students with mild mental retardation (MMR) in the transition planning process was evaluated through interviews with 44 secondary teachers of students with MMR. The interviews focused on behaviors of the teacher and Individualized Education Program (IEP) team members before and during the transition planning meeting as well as student behaviors before, during, and after the meeting. Analysis, using an index of teacher/IEP team behaviors, revealed three major findings: (1) although the majority of teachers indicated that they identified students' needs, interests, and references prior to the transition planning meeting, many fewer teachers reported incorporating these variables into the transition plan; (2) higher scores were observed for teachers with less experience in teaching, no previous experience in transition planning, and lower level degrees, with no association found between certification in mental retardation and scores on the index measure; and (3) a trend of relatively little active participation by all students in their own transition planning was revealed. Results supported two recommendations: the need to teach students with MMR self-determination skills and strategies for involvement in transition planning and the need to provide adequate training to teachers and other IEP team members. (Contains 45 references.) (DB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Association of Mental Retardation (124th, Washington, D.C., May 2000).