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ERIC Number: EJ889964
Record Type: Journal
Publication Date: 2010-Aug
Pages: 9
Abstractor: As Provided
Reference Count: 15
ISSN: ISSN-0885-7288
Student-Directed Transition Planning: Increasing Student Knowledge and Self-Efficacy in the Transition Planning Process
Woods, Lee L.; Sylvester, Lorraine; Martin, James E.
Career Development for Exceptional Individuals, v33 n2 p106-114 Aug 2010
This study examined the effectiveness of a new school to adult life transition planning lesson package titled "Student-Directed Transition Planning". The "Student-Directed Transition Planning" lessons teach transition terms and concepts to provide a means to increase self-determination skills and student participation in transition IEP (Individualized Education Program) meeting discussions. An experimental pre-post design utilizing random assignment of secondary-aged students with IEPs determined differences between intervention and control groups in knowledge of transition terms and concepts, and self-efficacy perceptions of the transition planning process. Study results indicated that students receiving "Student-Directed Transition Planning" instruction experienced a statistically significant knowledge gain, and an increase in perceived self-efficacy in 7 out of 10 transition planning process indicators. (Contains 5 tables.)
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: N/A
Authoring Institution: N/A