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Teaching Transition Self-Determination Knowledge and Skills Using the ME! Bell Ringers
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Lingo, Mindy E.; Williams-Diehm, Kendra L.; Martin, James E.; McConnell, Amber E. – Career Development and Transition for Exceptional Individuals, 2018
Special education teachers report lack of time and a shortage of appropriate curricula as reasons impeding implementation of transition education in their classrooms. However, research indicates school and postschool outcomes of students with disabilities improve significantly with transition instruction. The ME! Lessons for Teaching…
Descriptors: Transitional Programs, Self Determination, Skill Development, Case Method (Teaching Technique)
Opening Oz's Curtain: Who's Really Running the Annual IEP Meeting to Discuss Secondary Transition Issues?
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Doronkin, Jamie L.; Martin, James E.; Greene, Barbara A.; Choiseul-Praslin, Belkis; Autry-Schreffler, Faye – Journal of Research in Special Educational Needs, 2020
We conducted a qualitative analysis of written transcripts from nine teacher-led middle and high school IEP meetings for students with learning disabilities to determine common themes regarding student roles during these meetings and the meeting process itself. We found two overall meta-themes (e.g., instant vision and out of focus), seven themes…
Descriptors: Individualized Education Programs, Transitional Programs, Meetings, Secondary School Teachers
Student Engagement and Leadership of the Transition Planning Process
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Martin, James E.; Williams-Diehm, Kendra – Career Development and Transition for Exceptional Individuals, 2013
The Council for Exceptional Children's Division on Career Development and Transition (DCDT) has been a longstanding leader and advocate in the field of secondary education for students with disabilities. This paper traces the history of student engagement in transition planning primarily through the lens of DCDT's journal "Career…
Descriptors: Learner Engagement, Student Leadership, Transitional Programs, Career Development
Student-Directed Transition Planning: Increasing Student Knowledge and Self-Efficacy in the Transition Planning Process
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Woods, Lee L.; Sylvester, Lorraine; Martin, James E. – Career Development for Exceptional Individuals, 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…
Descriptors: Transitional Programs, Individualized Education Programs, Self Efficacy, Student Participation
Increasing Student Participation in IEP Meetings: Establishing the Self-Directed IEP as an Evidenced-Based Practice
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Martin, James E.; van Dycke, Jamie L.; Christensen, W. Robert; Greene, Barbara A.; Gardner, J. Emmett; Lovett, David L. – Exceptional Children, 2006
This study examined the effectiveness of the Self-Directed IEP to teach individualized education program (IEP) meeting skills. One hundred and thirty secondary students were randomly assigned to the treatment or control group. Observations of 130 meetings and 764 IEP team members were performed using 10-s momentary time sampling to determine the…
Descriptors: Student Participation, Special Education Teachers, Individualized Instruction, Individualized Education Programs
Direct Observation of Teacher-Directed IEP Meetings: Establishing the Need for Student IEP Meeting Instruction
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Martin, James E.; Van Dycke, Jamie L.; Greene, Barbara A.; Gardner, J. Emmett; Christensen, W. Robert; Woods, Lee L.; Lovett, David L. – Exceptional Children, 2006
The 1997 reauthorization of the Individuals with Disabilities Education Act (IDEA) called for an increase in student involvement in individualized education program (IEP) meetings. To determine the extent of student involvement in educational planning, this study observed 109 middle and high school IEP meetings; 90% of the participants completed a…
Descriptors: Intervals, Educational Planning, Special Education Teachers, Individualized Instruction
A 3-Year Study of Middle, Junior High, and High School IEP Meetings
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Martin, James E.; Marshall, Laura Huber; Sale, Paul – Exceptional Children, 2004
The study examined the perceptions of 1,638 secondary individualized education program (IEP) meeting participants from 393 IEP meetings across 3 consecutive years. Results indicate significant differences between the survey answers and participant roles, when students did or did not attend their IEP meetings, and when different professional team…
Descriptors: Special Education Teachers, Individualized Instruction, Individualized Education Programs