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Cited by 28Disability Education and EmploymentCollaborative Teaching and InclusionBehavioral and Psychological Studies

The Impact of Professional Development on the Quality of the Transition Components of IEPs

Flannery, K. Brigid, Lombardi, Allison, Kato, Mimi McGrath·2015·Career Development and Transition for Exceptional Individuals
DOI 10.1177/2165143413489727
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Abstract

Under the Individuals With Disabilities Education Act (IDEA), transition needs and services are to be discussed as part of the Individual Education Program (IEP) planning process, and decisions based on students’ future goals are to be documented in the IEP. These transition requirements were included in IDEA in order to plan with the student, family, school, and agencies; assist students to see the path to the future; and increase their success post high school. In this study, 27 secondary teachers received professional development (PD) on the transition components in the IEP. The impact on the inclusion and quality of these components was evaluated using 302 IEPs collected before and after the PD. Preliminary findings show promise in positively affecting the IEP components.

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Crossref · 10.1177/2165143413489727

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18 of 18 references verified0 citation errors · 0 not checkable

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  • Many teachers feel uncomfortable helping students develop goals related to adulthood that they cannot measure at the endpoint.

    “Though future-oriented goals are essential to the transition process, many teachers feel uncomfortable about helping students develop goals related to adulthood, which they cannot measure at the endpoint [65].”

    From Using Evidence-Based Practice and Data-Based Decision Making in Inclusive Education (2021) · cites this paper as [65]

  • Because of discomfort, teachers struggled to specify postsecondary goals and to develop clear and concise annual goals and how they would be measured.

    “Because of this discomfort, teachers struggled to specify postsecondary goals and to develop clear and concise annual goals and how they would be measured [65].”

    From Using Evidence-Based Practice and Data-Based Decision Making in Inclusive Education (2021) · cites this paper as [65]

  • Future-oriented goals are essential to the transition process.

    “Though future-oriented goals are essential to the transition process, many teachers feel uncomfortable about helping students develop goals related to adulthood, which they cannot measure at the endpoint [65].”

    From Using Evidence-Based Practice and Data-Based Decision Making in Inclusive Education (2021) · cites this paper as [65]

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Related

Authors
Flannery, K. B., Lombardi, A., & Kato, M. M.
Affiliations
  • University of Oregon (US)
  • University of Connecticut (US)
Corresponding author
Flannery, K. Brigid
ORCID
Venue
Career Development and Transition for Exceptional Individuals
Publisher
SAGE Publications
Published
2013-06-21
Volume
38
Issue
1
Pages
14-24
ISSN
  • 2165-1434 (ISSN-L)
  • 2165-1442
DOI
10.1177/2165143413489727
OpenAlex
W2144168807
Cited by
28
References
20
Citations by year
2026: 4 · 2024: 2 · 2023: 2 · 2022: 3 · 2021: 7 · 2018: 4 · 2017: 4 · 2016: 1 · 2014: 1
FWCI
1.76
Type
journal article
Language
en
Open access
closed
Licence
journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations
Career Development and Transition for Exceptional Individuals (publishedVersion)
Topics
  • Social Sciences › Safety Research › Disability Education and Employment
  • Social Sciences › Education › Collaborative Teaching and Inclusion
  • Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
Keywords
professional development, individualized education program, transition planning, Individuals with Disabilities Education Act, secondary school teachers, transition services, students with disabilities, postsecondary success

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