Successful transition planning for students with disabilities from school into adulthood seems to be a complex and difficult process. The 1997 amendments to the Individuals with Disabilities Education Act (IDEA) promote the development of successful transition planning; however, research has shown that special educators are not likely to engage in behaviors during transition planning meetings to facilitate appropriate transition planning principles and guidelines (Thoma, Rogan, & Baker, 2001). In this paper, we will provide an overview of the assessment process, integration approach, and the multicultural aspects as they relate to transition planning to assist the Individualized Education Plan (IEP) process in making secondary school decisions.
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