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ERIC Number: EJ1079137
Record Type: Journal
Publication Date: 2015-Dec
Pages: 10
Abstractor: As Provided
ISSN: ISSN-2165-1434
Effects of the Self-Directed Individualized Education Program on Self-Determination and Transition of Adolescents with Disabilities
Seong, Youjin; Wehmeyer, Michael L.; Palmer, Susan B.; Little, Todd D.
Career Development and Transition for Exceptional Individuals, v38 n3 p132-141 Dec 2015
The 1990 Individuals with Disabilities Education Act (IDEA) reauthorization introduced transition mandates that included a "student involvement in transition planning" requirement, creating an emphasis on promoting such involvement so as to enhance the self-determination of students with disabilities and positive transition-related outcomes. This study used a randomized-trial control group design to study the impact of one widely used program to promote student involvement, the "Self-Directed Individualized Education Program" (IEP), on the self-determination and transition empowerment of youth with disabilities. A repeated-measures MANCOVA was conducted to determine the differences between an intervention group and the placebo-control group. Results showed that instruction using the "Self-Directed IEP" was significant on students' level of self-determination, and positive differences were found in transition knowledge when compared with a placebo-control group.
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: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED); National Institute on Disability and Rehabilitation Research (ED/OSERS)
Authoring Institution: N/A
Identifiers - Location: Arkansas; Kansas; Missouri; Nebraska; Oklahoma; Texas
IES Funded: Yes
Grant or Contract Numbers: R324B070159; H133A031727