Effects of the self-directed individualized education program on self-determination and transition of adolescents with disabilities

Youjin Seong, Michael L. Wehmeyer, Susan B. Palmer, Todd D. Little

Research output: Contribution to journalArticlepeer-review

24 Scopus citations

Abstract

The 1990 Individuals with Disabilities Education Act (IDEA) reauthorization introduced transition mandates that included a “student involvement in transition planning” requirement, creating an emphasis on promoting such involvement so as to enhance the self-determination of students with disabilities and positive transition-related outcomes. This study used a randomized-trial control group design to study the impact of one widely used program to promote student involvement, the Self-Directed Individualized Education Program (IEP), on the self-determination and transition empowerment of youth with disabilities. A repeated-measures MANCOVA was conducted to determine the differences between an intervention group and the placebo-control group. Results showed that instruction using the Self-Directed IEP was significant on students’ level of self-determination, and positive differences were found in transition knowledge when compared with a placebo-control group.

Original languageEnglish
Pages (from-to)132-141
Number of pages10
JournalCareer Development and Transition for Exceptional Individuals
Volume38
Issue number3
DOIs
StatePublished - 2015

Keywords

  • Self-Directed IEP
  • Self-determination
  • Transition empowerment

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