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ERIC Number: EJ1067633
Record Type: Journal
Publication Date: 2015-Aug
Pages: 10
Abstractor: As Provided
ISSN: ISSN-0022-4669
Building Strategically Aligned Individualized Education Programs for Transition
Flannery, K. Brigid; Hellemn, Lisa A.
Journal of Special Education, v49 n2 p67-76 Aug 2015
The Individualized Education Programs (IEPs) for students 16 years of age or above must address specific transition components. Studies to date have focused on the presence and quality of these transition components, yet the alignment of these components and their role in leading the development of the IEP is just as critical. This qualitative study examines the change in teachers' understanding of and alignment between IEP components (i.e., present levels, annual goals, postsecondary goals, course of study) after participation in professional development. The results indicate that after the targeted intervention, teachers are more fluent in describing the components of the IEP, as well as in their awareness of alignment and ability to describe the relationship between these 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: National Center for Special Education Research (ED)
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act
Identifiers - Assessments and Surveys: National Longitudinal Transition Study of Special Education Students
IES Funded: Yes
Grant or Contract Numbers: R324B070039