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ERIC Number: EJ1055923
Record Type: Journal
Publication Date: 2015-May
Pages: 11
Abstractor: As Provided
ISSN: ISSN-2165-1434
The Impact of Professional Development on the Quality of the Transition Components of IEPs
Flannery, K. Brigid; Lombardi, Allison; Kato, Mimi McGrath
Career Development and Transition for Exceptional Individuals, v38 n1 p14-24 May 2015
Under the Individuals With Disabilities Education Act (IDEA), transition needs and services are to be discussed as part of the Individual Education Program (IEP) planning process, and decisions based on students' future goals are to be documented in the IEP. These transition requirements were included in IDEA in order to plan with the student, family, school, and agencies; assist students to see the path to the future; and increase their success post high school. In this study, 27 secondary teachers received professional development (PD) on the transition components in the IEP. The impact on the inclusion and quality of these components was evaluated using 302 IEPs collected before and after the PD. Preliminary findings show promise in positively affecting the IEP components.
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:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act
IES Funded: Yes
Grant or Contract Numbers: R324B070039