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ERIC Number: EJ1166249
Record Type: Journal
Publication Date: 2018-Feb
Pages: 11
Abstractor: As Provided
ISSN: ISSN-0022-4669
A Demonstration Model of Interagency Collaboration for Students with Disabilities: A Multilevel Approach
Flowers, Claudia; Test, David W.; Povenmire-Kirk, Tiana C.; Diegelmann, Karen M.; Bunch-Crump, Kimberly R.; Kemp-Inman, Amy; Goodnight, Crystalyn I.
Journal of Special Education, v51 n4 p211-221 Feb 2018
Communicating Interagency Relationships and Collaborative Linkages for Exceptional Students (CIRCLES) is a transition-planning service delivery model designed to guide schools in implementing interagency collaboration. This study examined the impact of CIRCLES on students' self-determination and participation in individualized education program (IEP) meetings. Forty-four schools located in the Southeast United States were assigned randomly into either the CIRCLES or business-as-usual (BAU) conditions, and 877 high school students with disabilities were included in the analyses. Two-level hierarchical linear models, with students at Level 1 and schools at Level 2, examined the effectiveness of CIRCLES. Results indicated students in the CIRCLES condition had higher levels of self-determination (Hedges's g = 0.06-0.38) and greater IEP participation (Hedges's g = 0.77). Implications for practice and suggestions for future research are provided.
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; Grade 10; Grade 11; Grade 12
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324A110018